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The presentation itself focused on key elements, behaviors, strategies, and initiatives that aided our pursuit of meaningful change to benefit our learners and greater school community as a whole. Change does not have to be an illusive process that is frustrating and takes too long to come to fruition. 

that seemed way too short

I like it. Equality and creativity.

An impossible dream? Education reform so that all children excel. Love this passage As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted." For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master's degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal's responsibility to notice and deal with it. Training and responsibility for teachers to be great teachers....? Interesting thoughts. Perhaps other education systems are as much about standardisation of teachers as they are about results?

Control in the sense of ownership, investment and engagement, degree of agency and autonomy. Control to exercise choice. Control to pursue curiosity.

Not sure I agree with this but it is thought provoking. I come from a school that developed four areas for student learning - Knowing, connecting, relating and supporting. Everything in the school was communicated and discussed through these lenses. Students and staff talked about learning and teaching through these areas.