Jonathan Kozol Quotes

What we're doing now is we're saying that individual schools can spend the money on their own priorities, so that head teachers can decide what's truly important, because the big shift in approach on education that we're taking - which is different from what happened before - is that we trust teachers and we trust heads.

Most teachers have no say in their schools' decisions about hiring, promotions, firing, budgets, pay levels, curriculum or scheduling. This lack of control is a big reason they leave the profession.

Our only political stance is this: listen to these teachers.

We aren't prescribing anything. We're not claiming to be the experts. We aren't advocating for or against any program. We are going to create a platform that says very explicitly what it is that teachers experience in their classrooms.

Teachers know how to improve education, but they are a voice that is consistently overlooked or ignored.

No Child Left Behind taught us that parents, teachers and state and local leaders are more suited to address students' needs than a one-size-fits-all accountability system developed by Washington bureaucrats.

Well, teachers have been profoundly demoralized in recent years and are often treated with contempt by politicians. There's a great deal of reckless rhetoric in Washington about the mediocrity of the teaching profession - and I don't find that to be true at all.

One thing I'm hearing a lot is from teachers who have felt that there's something wrong with the extreme group learning, but felt like they couldn't say that out loud. And apparently the discussion is now opening up. I think change is going to be a long time coming.

We had rising student achievement across the board because high standards, robust accountability, ending social promotion in third grade, real school choice across the board, challenging the teachers union and beating them is the way to go.

We - again, the, the, the, the bastardization and the demonization over the last few years of teachers and of unions and of collective bargaining, that is not the answer.

But the best thing Washington can do for education is realize that our role is limited. Washington must keep its promises, but let those who know our childrens' names- parents, teachers and school board members- make education decisions.

At the federal level, we must help, not hinder, local school boards, parents, teachers and administrators as they make decisions about educating our children.

Most teachers still say they love teaching though they wouldn't mind a little more respect for their challenging work and a little less blame for America's educational shortcomings.

I think it's appropriate that we simplify, clarify and strengthen, so instead of this nebulousness, we have clarity and authority invested in teachers once more.

Instead of just giving lip service to improving our schools, I will actually put the kids first and the teachers union behind in giving our kids better teachers, better options and better choices for a better future.

President Obama and Secretary Duncan have made stronger teacher evaluation a key part of their education reform efforts. Under their signature plan, called 'Race to the Top,' states can win federal support for schools by improving teacher evaluations.

The Washington-knows-best approach has repeatedly failed the very children it proposes to help. It's time to roll back Common Core and return education to the people who it matters most to - children, parents, and teachers.

I've worked in public education for 30 years - as a teacher, a lawyer and union leader. I've visited hundreds of schools and districts. I've seen leaders from the classroom to the national stage who have been willing to set aside their differences and do the hard work that's necessary to create real, enduring change.

Teachers need time to engage with colleagues - whether shadowing, mentoring, co-teaching or conferring. They need a voice in school decisions and to be trusted as professionals.

Schools can do extraordinary things given the chance; teachers can do remarkable things if we eliminate the paperwork that sometimes binds them and give them a chance to really teach in our schools.

I trust Colorado families and teachers way more than I trust D.C. central planners who think they know better than parents do.

Hardworking, passionate teachers know their students' needs better than anyone else in the school environment. If we can tap into their needs, we can unleash smarter solutions and empower those people on the front lines.

Teachers' unions don't act in the interest of most teachers.

We should empower teachers to do their job by cutting wasteful spending and crippling bureaucracy, not classroom resources our educators and students need.

The teachers unions are the clearest example of a group that has lost its way. Whenever anyone dares to offer a new idea, the unions protest the loudest. Their attitude was memorably expressed by a longtime president of the American Federation of Teachers: He said, quote, 'When school children start paying union dues, that's when I'll start representing the interests of children.'