Weekly quotes frequently link with the focus of the week, but not always. The focus and the quote connect to our vision.
We are Newfield: Conscious, Consistent, Committed to what is best for our Community.


“16 April 1963 - My Dear Fellow Clergymen:

While confined here in the Birmingham city jail, I came across your recent statement calling my present activities ‘unwise and untimely’ …

Actually, we who engage in nonviolent direct action are not the creators of tension. We merely bring to the surface the hidden tension that is already alive. We bring it out in the open, where it can be seen and dealt with. Like a boil that can never be cured so long as it is covered up but must be opened with all its ugliness to the natural medicines of air and light, injustice must be exposed, with all the tension its exposure creates, to the light of human conscience and the air of national opinion before it can be cured…” (Martin Luther King, Jr. 1963)

“How will I encourage learners to rethink previous learning? How will I encourage ongoing revision and refinement?”
(Tomlinson and McTighe)

“The possibilities are many for moving ahead with classrooms whose hallmarks are high-quality curriculum and instruction that work for each learner. The challenges are many as well… progress stems from the informed and persistent efforts of those educators who understand that yesterday is never good enough for tomorrow ” (Tomlinson and McTighe).

“Teachers are members of a heretofore respected profession, and their concern for learning is a concern for others and hence a service to the community. Society can’t do without them, and what they profess apart from the specifics of their teaching is the moral and spiritual wisdom necessary for the survival of civilization” (Louise Cowan).

“Both approaches (Understanding by Design and Differentiated Instruction) require that teachers be willing to move out of their educational comfort zone, risk the initial uneasiness of expanding their repertoire, constantly reflect on the impact of their actions, and make adjustments for improvement.”

“Regardless of how open-ended the task and how many product/performance options are provided, it is imperative that we identify a common set of evaluative criteria… [The criteria are derived primarily from the content goal…]” (Tomlinson & McTighe).

“Our determined refusal not to be stopped will eventually open the door to fulfillment… To guard ourselves from bitterness, we need the vision to see in this generation’s ordeals the opportunity to transfigure both ourselves and American society” (Martin Luther King, Jr., 1967).

“What should count as evidence of learning? How might we differentiate our assessments without sacrificing validity and reliability? How can we maintain standards without standardization? How can assessment promote learning, not simply measure it” (Tomlinson & McTighe)?

“Do we have a vision of the power of high-quality learning to help young people build lives” (Tomlinson & McTighe)?

“Having access to a variety of approaches to teaching and learning gives teachers agility in reaching out to students… a teacher can continue to develop insights about approaches that are most successful for particular learners, as well as for the class as a whole” (Tomlinson & McTighe).

“Many teachers have observed that the backward design planning process makes sense but feels awkward, as it requires a break from comfortable habits. We have found that when people plan backward, by design, they are much less likely to succumb to the problematic aspects of activity -or coverage- oriented teaching” (Tomlinson & McTighe).

“A standard that calls for students to ‘know the capitals of states (or provinces)’ could be assessed through a matching or multiple-choice test format. However, a standard that expects students to ‘apply,’ ‘analyze,’ or ‘explain’ – to thoughtfully use their knowledge and skill – demands different methods for verifying achievement ” (Tomlinson & McTighe).

“Many teachers have observed that the backward design planning process makes sense but feels awkward, as it requires a break from comfortable habits. We have found that when people plan backward, by design, they are much less likely to succumb to the problematic aspects of activity -or coverage- oriented teaching” (Tomlinson & McTighe).

“A river needs banks to flow. Backward design provides the structure to support flexibility in teaching and assessing in order to honor the integrity of content while respecting the individuality of learners” (Tomlinson & McTighe).

“The big ideas and essential questions provide the conceptual pillars that anchor the various disciplines. We do not arbitrarily amend these based on whom we are teaching. Of course, the nature and needs of learners should certainly influence how we teach toward these targets” (Tomlinson & McTighe).

“What should students know, understand, and be able to do? What content is worthy of understanding? What ‘enduring’ understandings are desired? What essential questions will be explored? [This] stage in the design process calls for clarity about priorities ” (Tomlinson & McTighe).

“The best differentiation inevitably begins with what we might assume are ‘too high expectations’ for many students and continues with building supports to enable more and more of those students to succeed at very high levels” (Tomlinson & McTighe).

“Differentiation does not ask classroom teachers to be specialists in dozens of areas. Rather, this way of thinking about the classroom encourages teachers to continually develop reasoned and reasonable approaches that will be helpful in working as effectively and efficiently with more and more students over the span of our careers” (Tomlinson & McTighe).

“If it’s worth understanding, it’s worth rethinking. If it’s worth doing, it’s worth reflecting upon. How will I encourage the learners to rethink previous learning? How will I encourage ongoing revision and refinement?” (Tomlinson & McTighe).

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character-that is the goal of true education” (Dr. Martin Luther King, Jr.).

“Observe students working individually, in small groups, and in the class as a whole with the intent to study factors that facilitate or impede progress for individuals and for the group as a whole.”” (Tomlinson & McTighe, 2006).

“Assessments become responsive when students are given appropriate options for demonstrating knowledge, skill, and understanding. In other words, allow some choices – but always with the intent of collecting needed evidence based on goals” (Tomlinson & McTighe, 2006).

“By working with colleagues to forge consensus about what it looks like when students achieve desired results, educators realize more coherent curricula, more reliable assessments, and greater consistency in grading across classrooms and schools.”
(Tomlinson & McTighe, 2006)

“Knowing is binary – you either know something or you don’t… Understanding is more a matter of degree, as our language suggests” (Tomlinson & McTighe).

“The school leader as a coach… knows when to push and when to back off, based on the needs of the situation. They show genuine concern for both the task at hand and the welfare of those who have to accomplish the task.” (Megan Tschannen-Moran, in Becoming a Trustworthy Leader)

“Our hope for creative living in this world house that we have inherited lies in our ability to reestablish the moral ends of our lives in personal character and social justice” (Martin Luther King, Jr. 1967).

“[It is] critical for [students] to develop increasing awareness of their own learning goals and needs, and to become effective in speaking about and playing a role in addressing those needs” (Tomlinson & McTighe, 2006).

“The assessment evidence we need reflects the desired results identified in step 1 (What should students know, understand, and be able to do?). Thus, we consider in advance the assessments evidence needed to document and validate that the targeted learning has been achieved. Doing so sharpens and focuses teaching” (Tomlinson & McTighe, 2006).

“When the curriculum, instruction, and assessments focus on such ‘big ideas’ and essential questions, they signal to students and parents that the underlying goal of all school efforts is to improve student learning of important content, not merely to traverse a textbook or practice for standardized tests”(Tomlinson & McTighe, 2006).

"Enabling students to work in a preferred learning mode simply “unencumbers” the learning process.”

“In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction)” (Tomlinson & McTighe, 2006).

“Teachers provide opportunities for students to explore, interpret, apply, shift perspectives, empathize, and self-assess. These six facets provide conceptual lenses through which student understanding is assessed” (Tomlinson & McTighe, 2006).

"Educators need a model that acknowledges the centrality of standards but that also demonstrates how meaning and understanding can both emanate from and frame content standards so that young people develop powers of mind as well as accumulate an information base."

“Effective curriculum development following the principles of backward design (described in Chapter 3 and explored through the book) helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities or purposes are apparent” (Tomlinson & McTighe, 2006).

“[T]he deliberate use of backward design for planning courses, units, and individual lessons results in more clearly defined goals, more appropriate assessments, and more purposeful teaching.” (Tomlinson & McTighe, 2006).

“Toward the end of the school year, our students hosted a spoken word event… After the event, students praised each other with a maturity they don’t always demonstrate. It reminded me that our job is to give students the space and tools they need to be their best selves. When we provide them with a way to share their truths, they will.” (Craven, C. 2013).

“The day that hunger is eradicated from the earth there will be the greatest spiritual explosion the world has ever known. Humanity cannot imagine the joy that will burst into the world.” Federico Garcia Lorca

"The concept of family funds of knowledge has influenced [her] thinking about connecting schools and homes more than perhaps any other educational effort… The goal of this way of learning from families has been, for nearly two decades, ‘to alter perceptions of working-class or poor communities and to view these households primarily in terms of their strengths and resources (funds of knowledge)'" (Allen, JoBeth, 2007).

5/8/13 & 5/12/13
"I believe, and everybody must grant, that no Government can exist for a single moment without the co-operation of the people, willing or forced, and if the people suddenly withdraw their cooperation in every detail, the Government will come to a standstill" (Gandhi, M. 1920).

"The Food Bank [of Central New York] provides over 10 million pounds of food - the equivalent of 7.8 million meals - to hungry families, children, and the elderly. As we work to eliminate hunger throughout our network of emergency food programs, it is critical that we understand the issue of hunger by finding out who is hungry and studying the effectiveness of our local emergency food network" (Hunger Study, 2010).

“As their teachers begin asking questions about [time, place, and manner], students begin using this same language to think for themselves” (Gathercoal, F. 2004).

"When students waiver from judiciously imposed boundaries, they need a professional educator nearby who is able to guide and support their recovery... [To ask] ‘What does the student need to do now to rebuild the damage and what can be learned from what happened?’ Every student’s problem then becomes an educational opportunity” (Gathercoal, F. 2004).

“Students often forget that learning is a gradual process requiring time and effort; for them, understanding doesn’t happen fast enough… An appropriate response to such impatience is, ‘You’re not supposed to understand. Not yet’” (Miller, D. 2013).

“The stability of the large world house which is ours will involve a revolution of values to accompany the scientific and freedom revolutions engulfing the earth. We must rapidly begin the shift from a ‘thing’-oriented society to a ‘person’-oriented society.” (King, M.L. 1967)

“Too often, we pour the energy needed for recognizing and exploring difference into pretending those differences are insurmountable barriers, or that they do not exist at all. This results in voluntary isolation, or false and treacherous connections. Either way, we do not develop the tools necessary for using human differences as a springboard for creative change within our lives…” (Lorde, A. 1970)

“By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process” (Dewey, J. 1916).

“[Students are] intellectually active in learning important and challenging content… they are engaged in discussion, debate, answering ‘what if’ questions, discovering patterns” (Danielson, C. 2011).

Collaboration and collegiality are often used interchangeably (Fielding, 1999). In this book, the two are distinguished. Collaborative practices and structures require a collaborative interpersonal style, but collegiality rests on shared commitments to the purpose of the work individuals engage in with one another” (Kugelmass, J. 2004).

“Dewey called for a public sphere in which experts and citizens engage together in participatory social inquiry – in information gathering, exchange, interpretation, and debate (Oakes & Rogers, 2006).

“In our view, the U.S. system would be greatly strengthened if the pathways to all major occupations were clearly delineated from the beginning of high school so that young people and their families would clearly see the patterns of course-taking and other experiences that would best position them to gain access to that field” (Pathways to Prosperity, 2011).

“The Georgetown Center projects that 14 million job openings – nearly half of those that will be filled by workers with post-secondary education – will go to people with an associate’s degree or occupational certificate” (Pathways to Prosperity, 2011).

“Anyone concerned about teaching and learning is automatically interested in assessment… By considering in advance the assessment evidence needed to validate that the desired results have been achieved, teaching becomes more purposeful and focused” (Tomlinson & McTighe, 2006).

“According to Smith (2002), place-based education ‘adopts local environments – social, cultural, economic, political, and natural – as the context for a significant share of students’ educational experiences’” (Hendrickson, 2012).

“Nonviolence means avoiding not only external physical violence but also internal violence of spirit. You not only refuse to shoot a [person], but you refuse to hate [a person].” (King, M.L.).

“We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now… We still have a choice today: nonviolent coexistence or violent co-annihilation. This may well be [human]kind’s last chance to choose between chaos or community” (King, M.L.).

“The first step toward nonviolence is firmly to resolve that all untruth and violence shall hereafter be taboo to all of us, whatever sacrifice it might seem to involve” (Gandhi, M. 1942).

“The first step toward nonviolence is firmly to resolve that all untruth and violence shall hereafter be taboo to all of us, whatever sacrifice it might seem to involve” (Gandhi, M. 1942).

“So here is my modest proposition – that narrative is the deep structure of all good writing. All good writing” (Newkirk, T. 2012).

“Students benefit from believing that intelligence and capacity increase with effort and that mistakes and failures are opportunities for self-inquiry rather than indictments of worth or ability” (Saavedra, A. 2012).

“Fractions, ratios, proportions, and other numbers convey quantity; words convey meaning. For mathematics to make sense to students as something other than a purely mental exercise, teachers need to focus on the interplay of numbers and words, especially on expressing quantitative relationships in meaningful sentences” (Steen, L. 2007).

Strategic Learning – For students to learn large amounts of content, they need to know how to use various learning strategies in thinking about, completing, and evaluating school tasks and assignments” (Schumaker & Deshler, 1994).

“Although we tend to downplay the importance of narrative, nonfiction is all about plot” (Newkirk, T. 2012).

Transformative pedagogy is a facilitation approach committed to ‘getting out of the way’ to allow for a group process and group projects to develop organically (Glatthorn, A., Boschee, F., & Whitehead, B. 2006, Chapter 1). Transformative pedagogy is difficult - particularly for those of us who like immediate action over discussion - or who want instant results over process. Transformational pedagogy realizes both theory and action are necessary, simultaneously; Freire’s praxis (Freire, 1970). It also realizes that traditional understandings of leadership frequently prevent participation/input (Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. 2004; Marks, H., & Printy, S. 2003)” (Derfel, B. 2008).

“Setting up conditions which stimulate certain visible and tangible ways of acting is the first step. Making the individual a sharer or partner in the associated activity so that [she]/he feels its success as [her]/his success , it's failure as [her]/his failure, is the completing step” (Dewey, J. 1916).

“What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal… Thus, the more feedback I can receive in real time, the better my ultimate performance will be” (Wiggins, G. 2012).

“In their comparative study of twelve implementations in education, Huberman and Miles (1984) found that the early months of implementation are invariably rough. Although solid preparation during mobilization does permit things to run somewhat more smoothly than they would otherwise, even well-prepared projects encounter serious problems. The reason for this difficulty is that the grassroots implementers must learn how to act in new ways. Even if they have been well-trained, they have not yet had to actually perform the new behaviors day in and day out.” (Fowler, F. 2004)

“If everyone is moving forward together, then success takes care of itself” (Ford, Henry).

“A reader comments on my short story, ‘The first few paragraphs kept my full attention. The scene painted was vivid and interesting. But then the dialogue became hard to follow; as a reader, I was confused about who was talking, and the sequence of actions was puzzling, so I became less engaged.’ … [H]elpful feedback is goal referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent” (Wiggins, G. 2012).

“We want in teachers a combination of strong academic ability and the capacities to be able to be very alert and attentive, to care about kids, to be able to understand what kids are doing and what they mean by it, and to manage classrooms and support children. And, to be a good teacher, you have to care more about the performance of your students and how they learn than about your own performance” (Linda Darling Hammond, in Scherer, 2012).

“In the profiles [of highly successful schools], the principals share how they evolved as leaders. It is clear from their writings that a belief in the power of collaboration is at the heart of both personal development and school success. Linked to this belief in collaboration is an understanding of the importance of relationships.” (Mero & Hartzman, 2012).

“The corporate elites say that teachers are using poverty as an excuse, but they excuse themselves from having anything to do with poverty. They don’t worry about the effects of outsourcing jobs. They don’t worry about the fact that 20% of the nation’s children live in poverty. They are let off the hook if the conversation continues to be about blaming teachers” (Ravitch, D., 2011).

“Assessment should contribute to students’ learning by requiring them to explain, apply, analyze, synthesize, and be creative with new knowledge. In addition, assessment requires teachers to give feedback that helps students continue to fine-tune, deepen, and broaden their understandings and their skills. Checklists and rubrics are tools that can help clarify the assessment task and the feedback associated with it” (Reeves, A. 2011).

“Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence” (Helen Keller).

“The value of literature study, challenging us as it does to explore the pushing of boundaries, may lie less in the answers it provides than in questions it raises. ‘The bird doesn’t sing because it has an answer,’ Maya Angelou has written. ‘It sings because it has a song.’ To diminish the place of literature and other creative arts in the schools is to risk silencing the song that emanates from student engagement and inquiry” (Bartholemew, B. 2012).

“Everyone has the right to a standard of living adequate for the health and well-being of herself/himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond [her]/his control” (Universal Declaration of Human Rights).

“As Susan M. Brookhart (pg.10) writes, educators tend to assume that others agree with their positions on grading, but, in fact, educators hold a range of opinions. Some believe in grading on punctuality and on using grades to foster both work ethic and academic learning. Others believe that grades should reflect only where students are in relation to mastering specific content or skills ” (Marge Scherer, 2011).

“…In addition, teachers assign separate grades for homework, class participation, punctuality of assignments, effort, learning progress, and the like… Those who use this procedure claim that it actually makes grading easier and less work… Reporting separate grades for product, process, and progress criteria also makes grading more meaningful” (Thomas Guskey, 2011).

“Teacher autonomy – or, if you insist, teacher isolation – is a critical safeguard against bad ideology. If there is no longer room for individual thought in education, there is no longer room for ideas. If there is no room for idiosyncrasy, then there is no room for innovation. If there is no room for dissent, then there is no room for integrity” (James O’Keeffe, 2012).

“We are what we repeatedly do. Excellence, then, is not an act, but a habit” (Aristotle)

“It may seem counterintuitive to think that not teaching to the current spate of standardized tests and then interpreting test results broadly and only in the context of other data actually represents the best means by which to achieve higher test scores, but the design of the instruments suggests that is exactly the right thing to do” (Tanner, J. 2011).

“The first condition of non-violence is justice all around in every department of life. Perhaps it is too much to expect of human nature. I do not, however, think so. No one should dogmatize about the capacity of human nature for degradation or exaltation.” (Gandhi, M. 1940).

“Well designed instructional objectives do more than just state what kind of thinking and learning should occur; they also go far toward establishing what kind of task or performance the students will do to demonstrate their learning” (Reeves, Anne 2011).

“Our children are watching us live, and what we do shouts louder than anything we say” (Wilfred A. Peterson).

“Our children are watching us live, and what we do shouts louder than anything we say” (Wilfred A. Peterson).

“Students with low skills do not need low-level tasks – rather, they need supports to successfully engage in high-level tasks. [Teachers] also learned to compare the stated task with the enacted task, which may be more low-level than expected; students may simply be doing more of something or following the teacher’s example rather than really using their minds” (City, E. 2011).

“If you were a student in one of your classes and you did everything the teacher asked you to do, what you know and be able to do? This question doesn’t ask what you … hope students will learn or what the objectives written on the board are, but what students would actually learn if they completed the tasks given to them” (City, E. 2011).

“In high quality checking for understanding, teachers ask questions that require more complex and critical thinking and require responses from lots of students” (Fisher & Frey, 2011).

“Educators must believe in their hearts that they are better at helping students succeed than the students are at failing” (Gathercoal, 1987).

“When students are doing the talking, the teacher has a chance to assess understanding. A number of classroom structures give students an opportunity to talk, including think-pair-share, reciprocal teaching, literacy circles, discussion prompts, and Socratic seminars” (Fisher & Frey, 2011).

“The well-off and the secure have too often become indifferent and oblivious to the poverty and deprivation in their midst. The poor in our countries have been shut out of our minds, and driven from the mainstream of our societies, because we have allowed them to become invisible. Ultimately a great nation is a compassionate nation. No individual or nation can be great if it does not have a concern for ‘the least of these’” (King, M., 1967).

“Checking for understanding is an important part of a formative assessment system. Looking at student responses or student work informs the teacher, and that information can be acted upon to create better understanding. Importantly, checking for understanding must occur throughout the lesson, at least every 5 – 10 minutes, if teachers want to maintain the rigor of the lesson and support student learning” (Fisher & Frey, 2011).

“Our approach emphasizes bringing out the talents of our students so that they can perform academic content in front of their peers, much as athletes perform in front of spectators and teammates. When the content comes alive in this way, students become engaged and motivated” (Hrbek & Stix, 2006).

“Difficult and painful as it is, we must walk on in the days ahead with an audacious faith in the future. When our days become dreary with low-hovering clouds of despair, and when our nights become darker than a thousand midnights, let us remember that there is a creative force in this universe, working to pull down the gigantic mountains of evil, a power that is able to make a way out of no way and transform dark yesterdays into bright tomorrows. Let us realize the arc of the moral universe is long, but it bends toward justice” (King, M. L., 1967)

“I should have remembered from my own experience that students, too, are afraid: afraid of failing, of not understanding, of being drawn into issues they would rather avoid, of having their ignorance exposed or their prejudices challenged, of looking foolish in front of their peers. When my students' fears mix with mine, fear multiplies geometrically – and education is paralyzed... I need not teach from a fearful place: I can teach from curiosity or hope or empathy or honesty, places that are as real within me as are my fears. I can have fear, but I need not be fear – if I am willing to stand someplace else in my inner landscape” (Palmer, P. 1998).

“Saige and Julie’s literacy campaign is an exemplar of community service learning, a teaching strategy in which students use their academic skills and knowledge to meet school or community needs” (Wade, R. 2011).

“Bryk and others (2010) identified elements that contribute to strong parent and community ties: (1) school efforts to reach out to parents, to engage them directly in the processes of strengthening student learning; (2) teacher efforts to become knowledgeable about student culture and the local community and to draw on this awareness in their lessons; (3) strengthening the network among community organizations, to expand services for students and their families (pg. 57 – 59)” (Brooks, M. 2011).

“By asking your students to reflect on their initial competence and relevance judgments in relation to different learning tasks and about their initial outcome expectations, you create a favorable classroom climate for goal setting” (Boekaerts, M. 2002).

“Many of us were called to teach by encountering not only a mentor but also a particular field of study. We were drawn to a body of knowledge because it shed light on our identity as well as on the world. We did not merely find a subject to teach – the subject also found us”(Palmer, P. 2007).

“Cotton (2001) stressed the integral relationship between discipline and instruction and described ‘well-disciplined schools… characterized by a schoolwide emphasis on the importance of learning and intolerance of conditions which inhibit learning [p. 3]’” (Protheroe, N. 2011).

“[The director offers] examples of the extent to which respect and the other core values permeate the culture of the school. Ethics class not only introduces students to these values but also builds a common vocabulary that enables the entire school community to talk about them… This common vocabulary enables Boston Prep faculty to praise students’ respectful actions and address their disrespectful behavior with language that the entire community has come to understand (Life Lessons from the Philosophers, Seider & Novick, 2011).


“There is just so much data… How do you make time for the work? How do you build a culture that focuses on improvement, not blame? How do you maintain momentum in the face of all the other demands at your school?We have found that organizing the work of instructional improvement around a process that has specific, manageable steps helps educators build confidence and skill in using data.” (The Data Wise Process, Boudett, City & Murnaname, 2006).

“These standards do not dictate curriculum or teaching methods… These standards are not intended to be new names for old ways of doing business…These standards define what students should know and be able to do.” (Introduction to CCLS for Mathematics, pages 2 & 3).

“If a team collaborates without addressing and working to shift the culture of nice… the team is at risk of gaining no insight into its own practice, obtaining no results (or unsustainable results) for students, going through the motions of collaboration, and ultimately dismissing the process as a waste of time”(MacDonald, 2011).

[Educators] must be willing to expose their struggles and failures with their colleagues, and colleagues must be willing to tell the truth, or [schools] will go through the motions of collaborative inquiry but never see results”(MacDonald, 2011).

Shared learning targets convey to students the destination for the lesson – what to learn, how deeply to learn it, and exactly how to demonstrate their new learning… [When] students don’t know the intention of the lesson, [they] expend precious time and energy trying to figure out what their teachers expect them to learn”(Moss, Brookhart, & Long, 2011).

Instructional objectives are about instruction...used to guide teaching. A shared learning target, on the other hand, frames the lesson from the student’s point of view. A shared learning target helps students grasp the lesson’s purpose – why it is crucial to learn this chunk of information, on this day, in this way”(Moss, Brookhart, & Long, 2011).

To create the kinds of school-family partnerships that raise student achievement, improve local communities, and increase public support, we need to understand the difference between family involvement and family engagement... involvement implies doing to; in contrast, engagement implies doing with” (Ferlazzo, 2011).

Treat children as if they were what they should be, and you help them become what they are capable of becoming.” (Johann Wolfgang von Goethe)

Thank you to Newfield Central School District for supporting much of this work during my tenure as Principal

All work on this site property of Barry Derfel. Please request permission for use.