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“The test of good teaching is not how much students know, but how much they want to know.” ~Dr. Catherine V. Addor This idea reframes what we look for when we walk into a classroom. It is easy to measure what students know. We can check for correct answers, completed tasks, and performance on assessments. Those indicators feel concrete, visible, and immediate. What is harder to see, and far more important, is what students want to know. Curiosity does not always show up on a

“A good answer is worth reinventing from scratch, again and again.” ~ Richard Powers In education and leadership, the goal isn’t to find one perfect solution and cling to it forever. The real work is in returning to our questions. Reflecting, refining, and responding to new learners, new contexts, and new challenges. What worked yesterday may need to be reimagined today, not because it failed, but because growth demands responsiveness. Strong leaders and educators don’t just

Fundamental Friday: Learning How to Fail Failure. For many of us, that word still carries weight; red ink on a paper, a closed door, a...

In a world flooded with hot takes and quick reactions, the ability to pause, consider, and reflect is a quiet yet powerful asset. We...

As we approach the end of the academic year, it’s worth pausing to remember this simple truth: what we’ve learned, about ourselves,...

This year, that quote feels especially personal. After years of balancing leadership, research, parenting, and life’s many layers, I...