“One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.”

“Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired?It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.”

“We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.”

“Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.”

“Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.”

“...your zeal to face life's rough and tumble, your ardor to accept the responsibilities of adulthood is hardly congruent with the aspirations of most graduate students...' He shook his head of disagreeable hair. 'I need not tell you,' he deplored, sinking to paralipsis, 'that there resides in almost every one of 'em the unconscious desire not to grow up. For once the academic goal is attained and the doctorate irradicably abbreviated after the name, the problem of facing the world is confronted. The subtlest, most unremitting drive of the student is his unconscious proclivity to postpone the acceptance of responsibility as long as possible.”