Join today's most insightful thinkers as they explore the heart, mind, and soul of educational leadership!

This concise volume offers educational leaders key concepts and strategies for framing discussions about closing the equity gap and ensuring high achievement for all learners. As the first volume in The Soul of Educational Leadership series, this unique collection presents:

Pedro A. Noguera and Alan M. Blankstein on essential questions and themes; Delores B. Lindsey and Randall B. Lindsey on culturally proficient equity audits; Antoinette Mitchell on the knowledge base for teaching diverse learners in big-city schools; Stephen G. Peters on how to capture, inspire, and teach every learner; Thomas R. Guskey on rethinking the work of Benjamin S. Bloom; Karen J. Pittman and Merita Irby on readiness for college, work, and life; Alan Boyle on helping failing schools to turn around; Richard Farson on the paradoxes of risk, challenge, failure, and innovation

Pioneering educators and series editors Alan M. Blankstein, Robert W. Cole, and Paul D. Houston offer thought-provoking ideas applicable to all schools, districts, and learning communities and include a complete index for browsing and easy reference.

Terms of Engagement: Where Failure Is Not an Option

Terms of Engagement: Where Failure Is Not an Option

Terms of engagement: Where failure is not an option
Alan M.Blankstein

The most important thing to know is that the combination of moral purpose and relational trust generates the wherewithal to go the extra mile. It makes a complex, difficult journey doable.

(Fullan, 2003b, p. 62)

Failure Is Not an Option

Most educators would immediately agree that failure is not a viable option for today's students. Although many students may fail, and indeed many do, the consequences are generally too dire to allow such an option to be considered acceptable (Springfield, 1995). Students who don't finish high school earn substantially less in wages (Springfield, 1995) and have far greater rates of incarceration and drug abuse than do their peers (Woods, 2000).

Equally ...

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