Curriculum Leadership Quotes

We must go back to the firm discipline and simplicity of the one-room schoolhouse to find a better education for our children.

Senator Collins and Speaker Bowling are two cuts or more above typical politicians. If all politicians modeled their examples, we’d have a government of the people, by the people, and for the people.

Difficulties are God’s curriculum for those who want to excel.

The most important subject in the curriculum in the future years will be how to love ourselves and be content.

Some practitioners spend too much effort trying to get the strategy and methodology right rather than looking for the right person to invest in. If someone says to me, give me the method or give me the curriculum, I know they have not understood that this is accomplished through persons rather than through methods.

His special gift was the ability to see the essence of a worthwhile suggestion and to relate it to what was already in existence or planned. Then he would encourage and shape the new project, repeatedly redesigning the curriculum so that a new department or course could have a comfortable place in which to grow and offer it benefits.

one of the hottest topics today is ethics—ethics discussions, ethics curriculum, ethics training, codes of ethics. This book shows that while ethics is fundamentally important and necessary, it is absolutely insufficient. It shows that the so-called soft stuff is hard, measurable, and impacts everything else in relationships, organizations, markets, and societies. Financial success comes from success in the marketplace, and success in the marketplace comes from success in the workplace. The heart and soul of all of this is trust. This work goes far beyond not only my work, but also beyond anything I have read on the subject of trust. It goes beyond ethical behavior in leadership, beyond mere “compliance.” It goes deep into the real “intent” and agenda of a person’s heart, and then into the kind of “competence” that merits consistent public confidence.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution". How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby.

The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity.

suggested to the entire workforce that they read Martin Luther King Jr.’s “Letter from Birmingham Jail,” one of the most important things I ever read. Inspired in part by theologian Reinhold Niebuhr, King’s letter is about seeking justice in a deeply flawed world. I have reread it several times since first encountering it in college. Because I knew that the FBI’s interaction with the civil rights movement, and Dr. King in particular, was a dark chapter in the Bureau’s history, I wanted to do something more. I ordered the creation of a curriculum at the FBI’s Quantico training academy. I wanted all agent and analyst trainees to learn the history of the FBI’s interaction with King, how the legitimate counterintelligence mission against Communist infiltration of our government had morphed into an unchecked, vicious campaign of harassment and extralegal attack on the civil rights leader and others. I wanted them to remember that well-meaning people lost their way. I wanted them to know that the FBI sent King a letter blackmailing him and suggesting he commit suicide. I wanted them to stare at that history, visit the inspiring King Memorial in Washington, D.C., with its long arcs of stone bearing King’s words, and reflect on the FBI’s values and our responsibility to always do better. The FBI Training Division created a curriculum that does just that. All FBI trainees study that painful history and complete the course by visiting the memorial. There, they choose one of Dr. King’s quotations from the wall—maybe “Injustice anywhere is a threat to justice everywhere” or “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy”—and then write an essay about the intersection of that quotation and the FBI’s values. The course doesn’t tell the trainees what to think. It only tells them they must think, about history and institutional values. Last I checked, the course remains one of the highest-rated portions of their many weeks at Quantico.

Following the practice of the times, the grand princes and, later, the kings of Poland acquired the right of patronage; that is, they could appoint Orthodox bishops and even the metropolitan himself. Thus, the crucial issue of the leadership of the Orthodox faithful was left in the hands of secular rulers of another, increasingly antagonistic, church… The results were disastrous. With lay authorities capable of appointing bishops, the metropolitan's authority was undermined. And with every bishop acting as a law unto himself, the organizational discipline of the Orthodox church deteriorated rapidly. Even more deleterious was the corruption that lay patronage engendered… Under the circumstances, Orthodoxy's cultural contributions were limited. Schools, once one of the church's most attractive features, were neglected. Unqualified teachers barely succeeded in familiarizing their pupils with the rudiments of reading, writing, and Holy Scriptures. The curriculum of the schools had changed little since medieval times. The fall of Constantinople to the Ottomans in 1453 added to the intellectual and cultural stagnation by depriving the Orthodox of their most advanced and inspiring model. Lacking both external and internal stimuli, Orthodox culture slipped into ritualism, parochialism, and decay. The Poles, meanwhile, were enjoying a period of cultural growth and vitality. Benefiting from the West's prodigious outbursts of creative energy, they experienced the Renaissance with its stimulating reorientation of thought.

teachers lead by working directly with students and others who influence student learning inside and beyond the classroom. Teachers act on behalf of students by planning instruction, creating curriculum, collaborating with colleagues, taking initiative, taking the lead, and co-constructing practice on numerous levels.

While school secretaries provide support, administrators hold leadership roles, setting policies and providing direction for teachers, staff, and students.

Beyond leadership and management, school administrators handle legal and compliance issues, ensuring the school adheres to local regulations.

For more than a century America has occupied a position of scientific leadership and has gradually come to take it for granted. Although neither war nor economic depression nor political conflict has been able to threaten it, I now fear that that is about to change, for something has arisen that may indeed signal a change in our national character. That something is most visible in the debate over evolution, but it extends far beyond the teaching of a single subject in the curriculum of a single scientific discipline. It reveals a deep and profound split in the American psyche, an unease that threatens the way we think of ourselves as a people, the place we hold for science in our lives, and the way in which we will move into the twenty-first century. What is at stake, I am convinced, is nothing less than America’s scientific soul.

6. CHRISTIAN REFORMED CHURCH Nor is this movement confined to liberal denominations. The Christian Reformed Church (CRC) is still thought to be largely evangelical, and it was only in 1995 that the CRC approved the ordination of women. But now the First Christian Reformed Church in Toronto has “opened church leadership to practicing homosexual members ‘living in committed relationships,’ a move that the denomination expressly prohibits.”24 In addition, Calvin College in Grand Rapids, Michigan, the college of the Christian Reformed Church, has increasingly allowed expressions of support for homosexuals to be evident on its campus. World magazine reports: Calvin has since 2002 observed something called “Ribbon Week,” during which heterosexual students wear ribbons to show their support for those who desire to sleep with people of the same sex. Calvin President Gaylen Byker . . . [said], “. . . homosexuality is qualitatively different from other sexual sin. It is a disorder,” not chosen by the person. Having Ribbon Week, he said, “is like having cerebral palsy week.” Pro-homosexuality material has crept into Calvin’s curriculum. . . . At least some Calvin students have internalized the school’s thinking on homosexuality. . . . In January, campus newspaper editor Christian Bell crossed swords with Gary Glenn, president of the American Family Association’s Michigan chapter, and an ardent foe of legislation that gives special rights to homosexuals. . . . In an e-mail exchange with Mr. Glenn before his visit, Mr. Bell called him “a hate-mongering, homophobic bigot . . . from a documented hate group.” Mr. Bell later issued a public apology.25 This article on Calvin College in World generated a barrage of pro and con letters to the editor in the following weeks, all of which can still be read online.26 Many writers expressed appreciation for a college like Calvin that is open to the expression of different viewpoints but still maintains a clear Christian commitment. No one claimed the quotes in the article were inaccurate, but some claimed they did not give a balanced view. Some letters from current and recent students confirmed the essential accuracy of the World article, such as this one: I commend Lynn Vincent for writing “Shifting sand?” (May 10). As a sophomore at Calvin, I have been exposed firsthand to the changing of Calvin’s foundation. Being a transfer student, I was not fully aware of the special events like “Ribbon Week.” I asked a classmate what her purple ribbon meant and she said it’s a sign of acceptance of all people. I later found out that “all people” meant gays, lesbians, and bisexuals. I have been appalled by posters advertising a support group for GLBs (as they are called) around campus. God condemned the practice, so why cannot God’s judgment against GLB be proclaimed at Calvin? I am glad Calvin’s lack of the morals it was founded on is being made known to the Christian community outside of Calvin. Much prayer and action is needed if a change is to take place.—Katie Wagenmaker, Coopersville, Mich.27 Then in June 2004, the Christian Reformed Church named as the editor of Banner, its denominational magazine, the Rev. Robert De Moor, who had earlier written an editorial supporting legal recognition for homosexuals as “domestic partners.” The CRC’s position paper on homosexuality states, “Christian homosexuals, like all Christians, are called to discipleship, to holy obedience, and to the use of their gifts in the cause of the kingdom. Opportunities to serve within the offices and the life of the congregation should be afforded to them as they are to heterosexual Christians.”28 This does not indicate that the Christian Reformed Church has approved of homosexual activity (it has not), but it does indicate the existence of a significant struggle within the denomination, and the likelihood of more to come.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

Useful learning needs to begin where the student is at that time and then builds on what that person knows. The biggest challenge to an educator is what to forgo from the ‘old’ curriculum in favour of something more relevant. Then

Rather than teaching decision-making and leadership in war as a stable structure, as Schmitt argues, the Army needs curriculums to deal with a type of war that “resembles a standing wave pattern of continuously fluxing matter, energy and information. War is more a dynamical process than a thing.”147 According to him, the Army needs to change the way it addresses the professional education of leaders.

How insightful of Finland to devise a topic-based curriculum in their schools! This means that dicreet "subjects" that are taught may cross-fertilise each other, and the possibilities in this are amazing!

While school secretaries provide support, administrators hold leadership roles, setting policies and providing direction for teachers, staff, and students.

Beyond leadership and management, school administrators handle legal and compliance issues, ensuring the school adheres to local regulations.

The educational and curriculum theorist needs to be understood as an epistemological pariah

Itinerant Curriculum Theory is to be (or not to be) radically unthinkable. Yet, it is a theory of another humanity. It is about this world. It is people’s theory. ICT is a metamorphosis of what is thought and nonthought and unthought but is fundamentally about the audacity of the colonization of the non-/un-/thought within the thought

Most plans or formulas force you to fit into their molds, imposing their structures on you. You can create your own “curriculum”.

What if evangelicals remembered women like Christine de Pizan and Dorothy L. Sayers? What if we remembered that women have always been leaders, teachers, and preachers, even in evangelical history? What if our seminaries used textbooks that included women? What if our Sunday school and Bible study curriculum correctly reflected Junia as an apostle, Priscilla as a coworker, and women like Hildegard of Bingen as preachers? What if we recognized women’s leadership the same way Paul did throughout his letters—even entrusting the Letter to the Romans to the deacon Phoebe? What if we listened to women in our evangelical churches the way Jesus listened to women?

Part of the ambiguity that students need to learn to deal with in the course of their preparation to serve and be served by the present society is that it is a high form of art to ask the right questions. But it is also unrealistic to expect that someone else has answers for them. I said at the outset that many of the questions students have asked me during these days I regard as unanswerable except as one ventures into some experience and learns to respond, in the situation, to the immediate problems one confronts. And to do this one must have learned how to open one’s awareness to receive insight, inspiration, in the moment of need. One must accept that only venturing into uncertainty with faith that if one is adequately prepared to deal with the ambiguity, in the situation, the answer to the questions will come. The certainty one needs to face the demanding situations of life does not lie in having answers neatly catalogued in advance of the experience. That, in fact, is a formula for failure—one is surprised, sometimes demoralized, by the unexpected. Dependable certainty (which we all need a lot of) lies in confidence that one’s preparation is adequate so that one may venture into the experience without pre-set answers but with assurance that creative insight will emerge in the situation when needed, and that it will be right for the situation because it is an answer generated in the situation. A liberal education provides the best context I know of for preparing inexperienced people to venture into the unknown, to face the inexactitude and the wildness, with assurance. But, having said that the conventional liberal arts curriculum is the best context for such preparation, I must also say that it usually does not contain the preparation—and it should.

Create a New Culture. Hold on to the new ways of behaving, and make sure they succeed, until they become strong enough to replace old traditions. Better still, make all of these steps a central part of the way you live to help you adapt to an ever faster changing world. Consider: Are we putting those who have helped make change happen in leadership roles? Have the scouts been rewarded? How can we institutionalize change, like adding scouting to the school curriculum?

When you teach your son, you teach your son’s son. -Talmud rabbinical writings

NCERT has prepared the national curriculum framework under Prof. Yash Pal’s leadership

In contrast, an educational approach is heavily front-loaded. It expects people to work through a curriculum or set of experiences to be certified as spiritually mature or ready for leadership.

What Is Your Philosophy of Discipleship and Leadership Training? The fourth key question is, “How do you think people are best trained to live out the Christian life and best prepared for leadership?” Your answer should ideally be reflected in the curriculum you choose, the way you structure your meetings, and the way you train your leaders.

For leadership transformation to truly thrive across Africa, education must undergo a fundamental rethink; one that centers on cultivating self-reliance, innovation, and problem-solving skills. Schools and universities should go beyond preparing students for traditional jobs; they must empower learners to seize opportunities, drive transformative change, and actively participate in governance at every level. Achieving this vision will require structural reform, alongside a reimagining of teaching practices, curriculum development, and assessment strategies. Furthermore, stronger synergies between education, industry, and governance are essential to ensure that educational opportunities align with real-world needs and challenges.

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