School leaders think constantly about childhood. It is our business. We notice that more children suffer from asthma and other allergies. We strive to keep foods and serving areas peanut free. We comment on the increase of prescription drug use among our children and wonder about long term consequences. We notice how numbers of children on the autism spectrum are rising and read everything about causes and interventions. We know childhood obesity is an issue and wish for outdoor time and physical activity in every day. We are alert to the struggles of children in poverty and challenge ourselves to become more resourceful in meeting their needs. We listen for laughter, are astonished by unleashed imaginations and delighted by learning. Our work is children's growth and development. Our success and that of their lives cannot be separated. This is the understanding that every child is a whole person, yet emerging. We want to save some sense for them that childhood is different from adulthood. It is a special time, safe and loving.

As school leaders, we also know that we have a public obligation to succeed and we understand that we need to document to our success. It is our public responsibility. Of course, that means documenting their success...the little ones.

Across the country, we have just completed spring testing. In New York it marked the administration of our first round of the new K-8 Common Core Assessments. Other states began last year with redesigned tests for the new standards. Randi Weingarten, president of the American Federation of Teachers was quoted in a NY Times article as having said, "Is this about deep learning or desperate cramming?" The concern about this testing is its affect upon the youngsters who took them. Looking back in the rear view mirror, what lessons we did teach them? Let's take a quick look at the landscape.

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