Podcasts about Aasa

Uusia kruuia suojatulle maale? Meänkielistä äänheen-lukijaa haethaan. Koulutuskeskuksheen oppia Inarista. Lyssna på alla avsnitt i Sveriges Radios app.

Pajalan markkinat sai lisärahhaa. Lohen lippoamisesta. Luulajan kielisolmusta. Juoksengin esikoulussa ootethaan kananpoikaa. Lyssna på alla avsnitt i Sveriges Radios app.

Mimmi Snell toisela huipula. Pohjoskalotin rautateistä ja haminoista. Kalottipoddista: Kieltää some kläpiltä? Uumaja-bändi Vanity Insanity. Lyssna på alla avsnitt i Sveriges Radios app.

Today our guest is Dr. Suzanne Thompson, Vice President of Business Development at SESI (Specialized Education Services, Inc.). Dr. Thompson shares five practical strategies for superintendents and building leaders who want to build stronger, more responsive tiered support systems, with a focus on reaching the most vulnerable students and celebrating progress along the way. She also explains how MTSS works best when it's treated as a district-wide priority, not a department, and why celebrating incremental progress is just as important as reaching mastery, especially for the most vulnerable students. In this conversation, Dr. Suzanne Thompson offers important reminders for educators and leaders: MTSS should be owned across an entire school system, not siloed in special education or guidance, the right adult response needs to show up everywhere students are. Protecting time for teachers to actually use student data is one of the highest-leverage decisions a leader can make. Investing in educator skill and confidence is the most direct path to better student outcomes. Many teachers aren't unwilling, they're undertrained. Progress deserves celebration at every point on the scale, not just at the finish line. Movement matters, especially for your most vulnerable students. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website   About Dr. Thompson:  Dr. Susanne H. Thompson serves as Vice President of Business Development at SESI, where she leads growth strategy, programs, services, and market expansion. She is deeply focused on strengthening partnerships and building new relationships that extend SESI's reach—helping more students in need truly shine. Susanne began her career as a classroom teacher in Pennsylvania and went on to serve as a building administrator, director of curriculum and instruction, and superintendent of schools. She has held senior leadership and executive roles at organizations including Discovery Inc., Discovery Education, Northwestern Lehigh School District, Carbon Lehigh Intermediate Unit, and Colibri Group with Moreland University. Her expertise spans business development, sales and marketing, operational effectiveness, curriculum and instructional design, technology integration, and education-industry partnerships. Career highlights include presenting at ERDI, AASA, and state superintendent councils; writing for Teach Secondary in the UK; serving as a keynote speaker during National Digital Week in Ireland; supporting the launch of the Egyptian Knowledge Bank in Cairo; and teaching in Australia.

Näyttää ette Helmi saapii lukea meänkieltä koulussa. Tuliko letkajenkka-mailmanennätys? Ruokakauppa Hietaniemheen. Poetry-slam & haitari. Kalottjazz & Blues loppuu. Lyssna på alla avsnitt i Sveriges Radios app.

Uuet tikitaaliset alue-polisit Itä-Norrbottenissa. LKAB: Bengt Pohjanen meänkielen tulevaisuuesta. Hallituksen Malmipaana-satsaus oon hyvä alku. Rasmus ja Inga-Britt leipova rieskaa. Lyssna på alla avsnitt i Sveriges Radios app.

John Maytham speaks to Kirby Gordon from FlySafair about soaring jet fuel prices, the pressure on airlines, and what it means for South African travellers and the broader economy. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

There's no opt-out button for AI. That's the reality Valerie Brock, Curriculum Lead at Day of AI, brings to this conversation, and it changes how we think about AI literacy in K-12.In this episode, Dr. Fonz sits down with Valerie to unpack what AI literacy actually means (hint: it's not prompt engineering), why early childhood classrooms belong in this conversation, and how Day of AI is building developmentally appropriate, tool-agnostic curriculum that's now reaching students in Australia, Rwanda, Taiwan, New Zealand, Vietnam, Uzbekistan, the Philippines, and beyond.Valerie draws on 13 years as a New York City special education teacher and six years with NYC's Computer Science for All initiative to explain how accessibility, UDL, and real classroom experience shape every lesson her team creates. She also shares the stories behind Day of AI's NYC Public Library pilot, the family toolkits built with Common Sense Media, and the new AASA fellowship putting superintendents at the center of AI rollout.Whether you're a teacher, a school leader, a curriculum designer, or a parent trying to figure out where to start, this episode gives you the language, the framework, and the free resources to move forward.⏱️ CHAPTERS00:00 Welcome to My EdTech Life01:20 Meet Valerie Brock02:30 From NYC classrooms to Day of AI05:00 What Day of AI actually is06:30 The "opt out" button doesn't exist09:30 Accessibility, UDL, and designing for every learner13:30 What AI literacy really means17:00 The fear teachers bring to PD19:00 The NYC Public Library pilot20:45 Why kindergartners can handle this conversation24:30 How Day of AI decides what's developmentally appropriate30:00 Program Hubs around the world35:00 The AASA superintendent fellowship40:00 How to get started with Day of AI45:00 Valerie's AI kryptonite and billboard message

Bengt Pohjanen elämästä ja kuolemasta - nyt ko maaliset päivät oon loppumassa. Hans Hedemalm - STR-Tn uusi puhheenjohtaja? Polttopuun-tekoaikaa. Björklöven nousee SHLhiin? Lyssna på alla avsnitt i Sveriges Radios app.

In today's educational landscape, the role of family and community partnerships in student success cannot be overstated. Many schools struggle with establishing trust and collaboration with families and community members, but the benefits of doing so are immense. In this post, we will explore the significance of building highly engaged family, community, and business partnerships and share actionable insights from education leaders Ann Levett and Carol Birks. Dr. M. Ann Levett, is Senior Vice President, Leadership Network, AASA, The School Superintendents Association. Ann is a Savannah native and proud product of its public schools, was appointed superintendent of Savannah Chatham County Public Schools (SCCPSS) effective June 1, 2017, after serving as the deputy superintendent and the chief academic officer of the district. Immediately prior to returning to SCCPSS, she served as dean of the school of education at Middle Georgia State College. Prior to her tenure at Middle Georgia State College, Levett served as executive director of the School Development Program (SDP), a national school reform program at Yale University School of Medicine. In addition to coordinating SDP's school-university partnerships across the U.S. and its territories, Levett led reform efforts in Dublin, Ireland, and Rennes, France. She also consulted on significant community development projects in Hawaii, Puerto Rico, and several major U.S. cities. Dr. Carol D. Birks is a catalytic and transformational educational thought leader with extensive experience in organizational leadership, community engagement and empowerment, executive coaching and change management. The leadership practices she implements are designed to enhance the systems, structures, and practices within organizations to accelerate academic progress and promote systems thinking. Dr. Birks began her career as a teacher, quickly growing her administrative capacity by serving as a school, district, and state leader. These roles include Teacher, Assistant Principal & Principal for Bridgeport Public Schools, Assistant Superintendent, and Chief of Staff for Hartford Public Schools, and Superintendent of Schools for New Haven Public Schools, and Chester Upland School District. Currently, Dr. Birks is the Superintendent for the Allentown School District located in Allentown, Pennsylvania.

Jukkasjärvessä kohathiin ko kulttuuri-ossaamista oon koottu. Meänkieli i Skellefteå-föreeninki. Hasse Backe träänaa Pol-Svansteiniä. Ohtanjärvi/Pajala FF:ilä uupelo pellajista. Ajatuspaikka - TOTEn uusi teatteri. Lyssna på alla avsnitt i Sveriges Radios app.

OPEN HEAVENSMATALA LE LAGI MO LE SA 12 APERILA 2026(tusia e Pastor EA Adeboye) Manatu Autu: Liliuina O Le Taimi (Reversing Time)Tauloto Tusi Paia: Tanielu 2:21 “O ia fo‘i na te liua tausaga ma tau; e ‘ave‘eseina e ia o tupu, e tofia fo‘i e ia o tupu; Pe foa‘iina mai e ia le poto i ē o popoto, ma le malamalama i ē o iloa mafaufau.”Faitauga - Tusi Paia: Iosua 10:1-14O le Atua e pulea Taimi ma fuata poo tau, e pei ona o tatou iloa i le upu tauloto o le asō. E pei ona o'u tā'ua ananafi o Ia o le Alefa ma le Omeka, o le amataga ma le gataaga (Fa'aaliga 1:8). O lona uiga o le Atua e fa'afoeina le tuana'i, taimi nei ma le lumana'i. Afai e finagalo ai o Ia, e mafai ona Ia taofia le taimi e pei ona Ia faia i le tusi faitau o le asō, na Ia taofia ai le goto atu o le La. O le Atua e mata'utia ma e mafai ona Ia liliuina le aafiaga o le taimi i luga o se tagata poo se mea o tupu.I le tele o tausaga ua mavae a'o lata i le atoaga o le onosefulu o o'u tausaga. Sa o'o mai ia te a'u le popole ona ua o'u matua ma e foliga o loo mamao lava a'u mai le fa'amae'aina o le galuega na aumai e le Atua ia te a'u e fai. Sa matua'i fiafia lava la'u fanau auā sa naunau matou te faatasi i le faailogaina o lo'u aso fanau; peita'i sa ou uiō ma tagi atu i le Atua i tatalo. O loo o'u manatua pea le nofoaga sa ou i ai i le tusa o le itula e lua i le taeao (2:00am), i le tatalo, na ou ole atu i le Atua mo se fesoasoani. Sa ou ta'u ia te Ia o loo tele galuega e manaomia ona o'u fai, a ua foliga mai ua pulapula lagoto lo'u ola. Na tali mai le Atua faapea; “Atali'i, o a'u e pule i le taimi e goto ai le la. O upu na, na matua'i aumaia le filemu atoatoa i lo'u loto. A o e faitau i lenei fa'amalosi'au, ou te tatalo ia fa'aalia e le Alii lona lava mata'utia i lou olaga.I le Isaia 38:1-8; na ta'u atu e le perofeta o Isaia ia Esekia le tupu o le a faamalolō e le Atua lona ma'i ma faaopoopo tausaga e sefululima e ola ai i luga o le fogaeleele. Na ta'u atu fo'i e le perofeta o le a avatu e le Atua ia te ia se faailoga e faamaonia ai lana upu e pei ona tusia i le Isaia 38:8 “Fa‘auta, ‘ou te fa‘afo‘i atu le ata i vaega na uma ‘ona alu ifo i le mea a Aasa e vaevae ai itūlā, ‘ia fo‘i atu i vaega e sefulu.” ‘Ona fo‘i atu ai lea o le lā i vaega e sefulu, o vaega lava ia ‘ua uma ‘ona alu ifo ai.”Le au pele e, e mafaia e le Atua ona aumai se tulaga mai lou tuana'i i lou taimi nei. Na te mafaia ona aumai se avanoa ua e manatu ua e misia e faavavau ma fa'afo'i mai ia te oe. I le Kenese 18:9-14; ina ua fai atu le Atua ia Aperaamo, “Ta'u atu i lau avā o le a ia fanaua se tama.” Na ataata Sara auā i le soifuaga o le tagata e le mafai e se fafine i lona matua ona fanaua se tamaititi. Peita'i na a'oa'i e le Atua Sara ma faailoa ia te ia na te mafaia ona toe faafoisia i le tagata se tulaga e foliga ua leiloa e faavavau. Ou te tatalo mo oe i le asō ia liliuina e le Atua le taimi mo oe ma avanoa lelei uma e foliga ua e misia e lē toe maua e faavavau, o le a faafoisia mo oe i le suafa o Iesu.TataloTamā, faamolemole ia liliuina le taimi mo a'u mantoe faafoisia avanoa lelei uma ua misia ma leiloa, i le suafa o Iesu, Amene. 

Två veckor sedan det sist begav sig. Mycket vatten under broarna och allt sånt. Ny omgång och nya tag (även om Aasa redan slentrianklickat i sina byten redan...)

Explore the Northin entiset työntekijät kritiseerava tyrismifirmaa. Käymä kielikaffilassa Uumajassa. Ida Brännström - maaliskuun prufili. Lyssna på alla avsnitt i Sveriges Radios app.

Bensiinin hinta saapii tankintäyttäjät Ruotthiin. Filmi Liikheitä, Rörelser, voitti Jussi-palkinnon. Vohvelipäivää fiirathaan Lannavaaran kirkossa. Monika+Raanut=Årets Nordist. Astridia piethiin tyhmänä - huono kuulo oli prupleemi. Lyssna på alla avsnitt i Sveriges Radios app.

This panel discussion explores how public education is evolving through AASA's Public Education Promise initiative, focusing on attracting, hiring, retaining, and rewarding top educational talent. Leaders from diverse districts share strategies, success stories, and resources to support school leaders nationwide. Follow on X: @AASAHQ | @larawadem | @Jonharper70bd | @BAMRadioNetwork Related Resources: The Public Education Promise Dr. Kristine Gilmore is a respected national leader in public education and serves as the Chief Leadership and Learning Officer at AASA, The School Superintendents Association. In this role, she guides the organization's work to strengthen leadership development, expand professional learning, and support superintendents across the country. Her efforts include shaping national programming for AASA's Center of Leadership and Learning, building partnerships that enhance member services, and mentoring leaders who are preparing for or advancing within district-level roles. She collaborates with executive directors, thought partners, and education organizations to elevate effective practices, create learning experiences that reflect the needs of today's schools, and champion the development of strong and diverse leadership pipelines. Heidi Sipe has served as the Superintendent of the Umatilla School District since 2007. Born and raised in Eastern Washington, she began her work in Eastern Oregon in 2000 and developed a deep passion for rural education, especially for students of poverty and emerging bilingual students. Sipe is committed to After-School and STEAM programming to help students gain access to new ideas and develop interests in their communities, and beyond. Sipe previously chaired the Teacher Standards and Practices Commission, served on the Oregon Taskforce on School Funding, was a founding councilor of the Oregon Educator Advancement Council and served two terms as Superintendent Advisor to the State Board of Education. She is currently on the Executive Committee for AASA, the national School Superintendents Association and served on the AASA Governance Committee for two terms. Dr. W. Burke Royster became the 10th Superintendent of Greenville County Schools, the 42nd largest district in the nation, in 2012. His tenure as Superintendent has been marked by significant advances in student achievement, with a particular focus on improving the District's graduation rate and ensuring that students are college- and career-ready. In a nod to the progress achieved under his direction, Dr. Royster has been named an Education Week “Leader to Learn From,” was selected as the South Carolina Association of School Administrators' 2018 Superintendent of the Year, and in 2023 was named to Greenville Business Magazine's “50 Most Influential” Hall of Fame. He serves on the Governing Board of AASA, The School Superintendents' Association, and is an active member of the Large Countywide and Suburban District Consortium, having served as its chair.

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.There is no question that technology's role in teaching and learning, as well as in school district operations, has grown exponentially in recent years. With an ever-increasing reliance on technology tools for multiple aspects of school functions, cybersecurity processes must be a top priority for all educators. Protecting school networks and information security are key requirements when it comes to effectively leveraging technology in multiple learning environments.In this edWeb podcast, three leading superintendents join in conversation with CoSN's Cybersecurity Project Director. Together, the panel engages in an interactive conversation regarding the reasons why cybersecurity must be a priority for school leaders. They also share effective policies and practices needed to successfully manage cybersecurity within school systems. The panel also discusses how best to adapt to technology innovations—such as AI—when it comes to keeping school networks secure. Access to multiple free CoSN cybersecurity resources is highlighted, including CoSN's 2025 State Cybersecurity Legislation Report.This edWeb podcast is of interest to K-12 district leaders, school leaders, education technology leaders, teachers, and librarians.View all of the recent EmpowerED Superintendent edLeader Panels.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.ClassLinkClassLink's mission is to remove barriers between students and impactful education content.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Säästöt sairhanhoiossa saapii Ylitorniolaisia reakeeramhaan. Miksi saamekansan tottuskomisuunin tehtävässä ei ole sovinto matkassa? Meänhihto oon rajan ylittävä yhteistyö. 1967 Ulf Zakrisson oli 14 ja poppi-tähen kariääri oli alussa. Lyssna på alla avsnitt i Sveriges Radios app.

Mitä laki sannoo skuutterin ajamisesta mettässä? Anita Dubaissa ei pelkää. Entinen opettaja oppilhaista asiakhaina. Bengt löysi kaveria kuorolaulun kautta. Lyssna på alla avsnitt i Sveriges Radios app.

Get the book, A Level Playing Field: Strategies to Ensure Public Schools' Success Visit the Caissa K12 Website, www.CaissaK12.com About The Author Brian J Stephens is the Founder and CEO of Caissa K–12, a strategy firm serving public school districts nationwide. He has presented at national conferences and organizations, including the AASA, The School Superintendents Association, the National School Boards Association, and the Consortium of State School Boards Associations. He served in the United States Army, rising to the rank of Captain, and is an attorney and psychologist by training. Brian is the author of A Level Playing Field: Strategies to Ensure Public Schools' Success.    

Tulevan kesän lohenkalastus-säännöistä.Osa- eli kokopäivätyötä kauppoissa? Lapin soasta ja evakosta. Vähän lapisa synty Norrbottenissa. Uutta elämää vahoile taloile. Lyssna på alla avsnitt i Sveriges Radios app.

Atlanta Amputee Soccer co-founder Katie George and U.S. Men's Amputee Soccer National Team player Jovan Booker visit SDH AM US Soccer bestowed the honor of the 2025 ADAPTandTHRIVE Disability Award from US Soccer. The honor recognizes an organization or individual making a significant impact on disability soccer in the United States while celebrating accessibility and inclusion in the sport. We catch up with George and Booker about the whirlwind two years since the beginnings, what the award means, and what the future can hold...

Aasa masterplan misslyckas. Aronsson är Aronsson...

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.There is no question that school districts have many unique and challenging tasks when it comes to assuring data privacy within their networks and digital learning environments. Addressing the variety of national, state, and local legal requirements while at the same time leveraging technology for learning and operations comes with challenges for school leaders that are both critical and constant.In this edWeb podcast, three leading-edge superintendents join in conversation with CoSN's Data Privacy Project Director to review the content and recommendations included in the freely accessible CoSN 2025 National Student Data Privacy Report. An overview of CoSN's free Student Data Privacy Toolkit is also presented.The superintendent panel shares examples of successful data privacy procedures that are currently in place in their school districts and the types of support needed to ensure each district is successful in implementing their data privacy practices. They also discuss the barriers and challenges involved in assuring ongoing data privacy for their school districts.This edWeb podcast is of interest to K-12 district leaders, school leaders, education technology leaders, teachers, and librarians.View all of the recent EmpowerED Superintendent edLeader Panels.AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.ClassLinkClassLink's mission is to remove barriers between students and impactful education content.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Olympialaisista: Kalle Grenemark ampumahihosta ja YLEn hokki-reportteri Mattias Simonsen. Hätänumero 112-päivä. Politiikkeriä Pajalassa jättää Framtid S-puoluheen. Lyssna på alla avsnitt i Sveriges Radios app.

Insights on national school bus contractor First Student's purchase of Chicago area contractor Cook Illinois Corp., the Blue Bird 2026 Q1 earnings report, and a California study on lap/shoulder seatbelt efficacy. "Make sure the right people are on the right seats on the bus." Heather Perry, superintendent of Schools for Maine's Gorham Public Schools, was named as one of four finalists for the 2026 National Superintendent of the Year Award by AASA, The School Superintendents Association. She discusses her leadership journey, winter transportation operations, the value of collaboration and staff support, and a robust student career support program. Read more about leadership. Episode sponsors: Transfinder, EverDriven, School Radio.

Aasa fortsätter att leverera höga poäng. Aronsson lever livet...

Per är fortsatt disträ. Aasa börjar hitta formen (dock endast i FPL..)

Jätkame eile alustatud teemal ning räägime ITK Akadeemiast. Külas on Ida-Tallinna Keskhaigla Akadeemia üks eestvedajatest ja Kirurgiakliiniku õendusjuht Kristin Lichtfeldt, kes selgitab, kellele see akadeemia mõeldud on, mida seal õpetatakse ja kuidas aitab see tulevase meditsiinitöötaja õpingutele kaasa. Küsib Ingela Virkus.

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.There is no question that artificial intelligence (AI) continues to be a source of intrigue and new learning for multiple facets of society. School systems are no exception. In its various forms, AI can sometimes be an effective help, but it can sometimes also be a hindrance to the goals and functions of educators. However, there is no doubt that AI will have a place in the world of the future. And since the role of every educator is to prepare each student to thrive in their future, AI is a critical part of leading and teaching in schools today.In this edWeb podcast, three leading-edge superintendents are joined in conversation with CoSN's AI Project Director. Together, they share what they have each come to learn about AI over the past few years. They describe effective processes and policies for using AI appropriately for teaching and learning, as well as for multiple other school leadership functions. An overview of CoSN's free AI resources with links to access them is shared.This edWeb podcast is of interest to K-12 district leaders, school leaders, education technology leaders, teachers, and librarians.View all of the recent EmpowerED Superintendent edLeader Panels.AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.ClassLinkClassLink's mission is to remove barriers between students and impactful education content.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This conversation explores the AASA's Public Education Promise, focusing on the need for real skills in education that prepare students for the future. The discussion highlights the importance of community engagement, the role of workforce partnerships, and the shift from traditional academic assessments to skills-based learning. The speakers emphasize the need for educators to foster critical thinking, adaptability, and collaboration among students, ensuring they are prepared for careers that may not yet exist. Follow on X: @ValerieTruesdal| @larawadem | @Karen Cheser @Jonharper70bd | @BAMRadioNetwork Dr. Brian Troop became Superintendent of the Ephrata Area School District in July 2013. He served the District as Assistant Superintendent from January 2011 through June 2013. He earned a Bachelor of Science Degree from Millersville University, a Master of Science Degree in Educational Leadership and Policy Studies from the University of Memphis, and a Doctorate in Educational Administration from Immaculata University. Additionally, he has earned his National Superintendent Certification from the American Association of School Administrators (AASA). He serves on the Board of Governors of the Pennsylvania Association of School Administrators (PASA) and is a member of its Innovative Teaching and Learning Committee. At the national level, he serves as the Lead Teacher for the East Coast Cohort of the AASA National Superintendent Certification Academy. He is also on the Board of the EdLeader21 Network Advisory Committee. Finally, Dr. Troop received the recognition of PASA 2023 Pennsylvania Superintendent of the Year. John Malloy, Ed.D. is Senior Vice President, Leadership Network, AASA, The School Superintendents Association. John came to AASA after serving as superintendent of San Ramon Valley Unified School District (Calif.) for 4 years and prior to that, as the Director of Education (superintendent) at the Toronto District School Board in Toronto. John has an extensive background in education at all levels and is a fierce advocate for an equitable, accessible, quality public education. John has taken his vision for learning and student engagement to new heights in SRVUSD. He led the District to adopt their Strategic Directions, which now guide the definition of student success built upon the existing foundation of academic excellence. John prioritizes student voice, ensuring that students have space to share their stories and insights, and that all of the district's work is guided by the experience and expertise of students, staff, parents/caregivers and the wider community. Developing leaders at every level of the organization is John's passion and priority. David Law is the superintendent of Minnetonka Public Schools, one of the top school districts in Minnesota. Law earned a BA from Hamline University with a major in mathematics and a minor in education. His teaching career includes experiences in California and Minnesota at the middle school and high school level. In 1998, he began his administrative career. Law completed his K-12 principal and superintendent license at the University of Minnesota, Twin Cities, and earned his Juris Doctor from William Mitchell College of Law in St. Paul, Minnesota. In 2010, he was named assistant superintendent for White Bear Lake Area Schools.

Meet Dr. Kevin McGowan, the Superintendent of Brighton Central School District in Rochester, NY, SINCE 2009! The average tenure of a Superintendent is 3-4 years, and Kevin has been leading and excelling in many ways at Brighton. We'll talk leadership, managing a team, strategic planning, problem solving, upstate NY, AASA '23 Sup of the year, and more LIVE on the #ELB podcast--This Saturday, 12/6/25 at 9 am EST. Join us! #SurviveThriveLearn more about Kevin here: https://bit.ly/KevinMSupSubscribe to the Super Sauce here: https://bit.ly/SubscribeSuperSauceThis podcast is sponsored by IXL Personalized Learning. IXL is used by more than 1 million teachers each day. It is also the most widely used online learning and teaching platform for K-12. Learn more here: https://bit.ly/ELBIXL

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.The debate over student use of assorted technologies, including cell phones, computers, tablets, etc., is an ongoing discussion. In the most recently released 2025 Blaschke Report, Screens in Balance: Education, Technology, and Community Conversations, CoSN highlights the impact of screen time and how districts can address the concerns while also leveraging the positive impacts when it comes to making learning relevant to students today and in their futures.In this edWeb podcast, three leading-edge superintendents are joined by CoSN's 2025 Blaschke Fellow (lead author of the CoSN 2025 Blaschke Report). Together, they share how to effectively approach the debate over screen time in school districts. Successful strategies for developing, leading, and implementing screen time policies and practices in school district settings are highlighted.All registrants for the presentation receive a link to the recording and to the 2025 Blaschke Report after the live presentation. This edWeb podcast is of interest to K-12 district leaders, school leaders, education technology leaders, teachers, and librarians.View all of the recent EmpowerED Superintendent edLeader Panels.AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.ClassLinkClassLink's mission is to remove barriers between students and impactful education content.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Automotive Aftermarket Suppliers Association (AASA) - Bill Long, President & CEO of MEMA; Paul McCarthy, President & CEO of AASA - present at the 49th Annual Gabelli Automotive Symposium in Las Vegas on November 3rd, 2025. Moderated by Brian Sponheimer (Portfolio Manager). To learn more about Gabelli Funds' fundamental, research-driven approach to investing, visit https://m.gabelli.com/gtv_cu or email invest@gabelli.com. Connect with Gabelli Funds: • X - https://x.com/InvestGabelli • Instagram - https://www.instagram.com/investgabelli/ • Facebook - https://www.facebook.com/InvestGabelli • LinkedIn - https://www.linkedin.com/company/investgabelli/ http://www.Gabelli.com Invest with Us 1-800-GABELLI (800-422-3554)

In this discussion, we focus on the first principle of the Public Education Promise: Prioritizing student-centered learning. The conversation explores the shift from traditional teacher-led instruction to more engaging, project-based learning approaches that emphasize real-world applications and student involvement. The conversation also covers the AASA messaging guide created to help school leaders explain the Public Education Promise to key stakeholders. Follow on X: @ValerieTruesdal| @larawadem | @Karen Cheser @Jonharper70bd | @BAMRadioNetwork Karen Cheser, Ed.D., is the 2025 CoSN/AASA Digital Ed Superintendent of the Year, Superintendent of the Durango School District in Durango, CO and was previously superintendent of Fort Thomas Independent Schools and Deputy Superintendent/ CAO of Boone County Schools, in Kentucky. Before working in education as a teacher, coach, literacy and math specialist, and principal. Cheser was a Distinguished Educator and district administrator. Valerie Truesdale joined AASA's LN team in 2019 as assistant executive director responsible for guiding professional learning and leadership development. With years of experience in the superintendency and roles in instructional technology, she knows that professional learning through AASA's Leadership Network can be a premier resource for school leaders to keep pace with the rapidly changing K-12 education ecosystem. David Law is the superintendent of Minnetonka Public Schools, one of the top school districts in Minnesota. Law earned a BA from Hamline University with a major in mathematics and a minor in education. His teaching career includes experiences in California and Minnesota at the middle school and high school level. In 1998, he began his administrative career. Law completed his K-12 principal and superintendent license at the University of Minnesota, Twin Cities, and earned his Juris Doctor from William Mitchell College of Law in St. Paul, Minnesota. In 2010, he was named assistant superintendent for White Bear Lake Area Schools.

What if learning could feel like a team sport instead of a pressure test? Lyle "Lee" Jenkins, PhD., a longtime educator, shares how a chance encounter led him to a Deming conference specifically for educators in 1992, which transformed his thinking. Deming emphasized defining learning outcomes, rejecting numerical goals, and avoiding ranking. Lee explains how Deming methods prevent “cram and forget”, celebrate small wins, and rekindle students' natural love of learning. (Lee shared a powerpoint during the episode, which you can find on our website.) TRANSCRIPT 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today I'm talking with Lee Jenkins, who is a career educator in public school, ending his career as a school district superintendent. It was as a superintendent that he was introduced to the teachings of Dr. Deming, and he has been applying it to his life and work since then. In his business, Crazy Simple Education, he publishes books and schedules speaking engagements. Lee, how you doing?   0:00:38.4 Lee Jenkins: I am doing just great, Andrew. Yeah, this has been fun to put together. And just to highlight, I haven't done this before, just to highlight just simply what Deming taught. We've obviously, over the years added other things, but today we're just talking about what did he teach, just the pure form of it and our implementation of that.   0:01:01.6 Andrew Stotz: Yeah. And I think you and I have already met once and gone through this. It's pretty interesting, you know, I think what I enjoyed about our discussion, truthfully, what I liked, was your energy and the energy about the teachings of Deming and how we can apply that. And so I'm looking forward to seeing you bring that to the audience. Now, for those that are listening, we're going to have... Lee's got a PowerPoint and a presentation he's going to share, but we'll walk you through it. It's not like it's full of very complicated things. So, Lee, why don't you take us through a little bit about what you've prepared here?   0:01:38.3 Lee Jenkins: Okay, I can do that, Andrew. I was like anybody else as a school superintendent. I went to a meeting of the Association of School Administrators. I can't even tell you what city or state it was in, but I was there. And while I was in the hallway between sessions, Lew Rhodes, who worked for AASA, he came up and he said, "Lee, I think you'll enjoy this next session." And that's why I've called this, One-Minute Invite That Changed My Life. So I went in and no idea, I just liked Lew. I trusted him. And it was David Langford's an administrator. And that's how I was introduced to Deming and spent a lot of time after that, reading everything I could get my hands on and absorbed it. And I knew that he was correct in how organizations are operating. And so that intrigued me a great deal. But it was the same information that he shared with all organizations. I just took them and applied them to education. But then two years later, in 1992, American Association of School Administrators, under... With Lew Rhodes' leadership, sponsored a Deming conference. So I went to Washington, DC in January that year to hear him speak.   0:03:20.2 Lee Jenkins: We were there four days. He was assisted and was a part of it for two days. And for two days it was him on stage, the red beads, you know, all the things that listeners know about with Dr. Deming. And I would say that the first part of it was the things you would normally expect to hear. Now, understand, the audience here was educators. And I know there were educators sprinkled in his audiences in his whole speaking career. I know that. I wasn't one of them, but I know that. This was one that was specifically for educators. And nobody's told me any other time when he spoke to educators as the audience. So, but just things he'd say that we've all heard.   0:04:13.7 Lee Jenkins: Best efforts are not enough, you have to have knowledge, you have to have theory. He said too, you can't delegate quality. And I had school superintendents doing that all the time. You ask them about, anything about teaching or learning, they say, oh, no, I'm not involved in teaching and learning. I have an assistant superintendent for instruction. In other words, they've delegated quality. Deming talked about wasting time and wasting money in all organizations, and certainly schools are good at that. I'm going to talk at the end of this, how I took it onto one other point which is similar to what he's talked about also. The losses of the current system. He said in one place that, for 50 years... Now, he said this in the '90s, but for 50 years, America has been asking for better education without a definition of what better education is. And...   0:05:10.5 Andrew Stotz: That reminds me of talking to Bill Scherkenbach, who showed a picture of him, Dr. Deming, in the old days at an event of national teachers, and he said they really couldn't come up with a conclusion about what was the aim. [laughter]   0:05:25.9 Lee Jenkins: Yes, right. It's... Yeah, okay. And then he described fear, brings about wrong figures. So what did our government do? No Child Left Behind, which says, you increase your reading scores or your math scores or we're going to fire you. Well, then you get wrong numbers. That's what he predicted, that numerical goals are a failure. I had a discussion with a pastor several years ago and he said, "Our goal is to have 2,000 people in attendance on Easter Sunday." I said, "Okay, what's the best we've had so far?" "It was around 1800." "Okay, what happens if we have 1900 on Easter Sunday, the best ever? What do we do?" Well, it kind of caused him to think, which is my purpose. It wasn't to be critical, it was to get him to think. You could do your best ever but call yourself a failure because you didn't meet this artificial number. And I can hear Deming talking about just pulling the number out of the air. And that ranking is a failure. We rank and rank and rank in schools. I've got a granddaughter in first grade. School has just started. She's student of the month in her class, which means there's 19 failures of the month. I mean, Deming, it's just sad to see that it's still going on. But then Dr. Deming, I don't think it was in... It wasn't in his PowerPoint. Not even a PowerPoint. We had transparencies.   0:07:12.0 Andrew Stotz: Acetates.   0:07:12.6 Lee Jenkins: It wasn't in his transparencies. It wasn't in the handouts. But it's like he went on this little tangent and that's what has captivated my career, his tangent. And it was Dr. Deming, the statistician, talking about the classroom. So I'm going to go through what he said, just as he said, point by point. He said, number one, tell the students what they will learn this year. Now, when I share this with people, they say, oh, yeah, our college professors had syllabuses. I said, no, no, a syllabus is what the professor is going to teach. Dr. Deming talked about, what are they going to learn? They're two different things. What are you going to learn? And you give it to them. And we've done this pre-K, kindergarten all the way to grade 12 and a little bit of work at universities.   0:08:14.6 Andrew Stotz: And how detailed do you go on that? I see you're showing concept one to concept 19. Is it, you know, this is everything you're going to learn, or this is generally what you're going to learn?   0:08:26.5 Lee Jenkins: Well, this is a partial list. So it's the essential.   0:08:31.6 Andrew Stotz: Yep.   0:08:32.6 Lee Jenkins: I tell people, put down what's essential. Do not put trivia on the list. Now, of course you teach trivia. It's interesting, it's fun, but they're not accountable for it. And so it's what students have been asking for for years. What am I supposed to learn this year? I don't know how to study for the exam. I don't know what's important. I was at a... Doing a seminar for teachers in Missouri. And I said, "I wasn't a good test taker in college. Were some of you?" And a lady raised her hand and said, "Oh yeah, I was really good at it." I said, "How did it work?" She said, "Well, I was in a study committee and by design, half of our time was sharing our insights as we psyched out the professor. And then once we agreed on what was important and the personality of that professor, then we studied that." That's nonsense. Here's Dr. Deming saying, just tell them what you want them to learn, it's so simple.   0:09:47.0 Andrew Stotz: In the world of teaching, we often talk about learning outcome statements at the beginning of a lecture.   0:09:55.6 Lee Jenkins: Yeah.   0:09:56.5 Andrew Stotz: And I know, for instance, with CFA for Chartered Financial Analysts, they have very clear learning outcome statements and then they have a whole section that they teach and it's self study. And then you take an exam. Is that... Is learning outcome statement the same thing or is this something different?   0:10:13.0 Lee Jenkins: I would say it's the same. It's very, very close. It's same in general terms. Exactly. We're not talking about how it's going to be taught, only that it's going to be learned. Okay, the next thing Dr. Deming said to do... And by the way, before we leave, make sure this is a partial list. If I put the whole year's list on there, it's so small nobody could read it on the screen. Okay, next he said, give the students an exam every week on a random sample from the whole course. Said if, for example, you had a 100 concepts on your list, they would take a quiz on 10 of them each week, randomly selected.   0:11:02.6 Andrew Stotz: This is so mind blowing. Go ahead, keep going.   0:11:07.7 Lee Jenkins: Yes, because... So what do we do now in schools? We do cram, get a grade, forget. That's the most common thing in American education. Cram, get a grade, forget. Have a friend in college. He said, "Lee, I've looked at your website. I have a little bit of an idea of what you do. You don't know this about me, but I never studied the night before an exam in college, ever." "Oh, really? What'd you do, Larry?" He said, "Well, I set the alarm for 4 o'clock in the morning. I studied the morning before the exam." I said, "Why is that?" "I couldn't remember it overnight. So I did well in college. I got the grades on the exam and by noon it was gone. But I got through. That was my system." I was at my annual dermatology exam and the medical doctor said, "What do you do?"   0:12:20.7 Lee Jenkins: I said, "Well, actually I get on airplanes and I give speeches." "Ah, who do you give them to?" "Well, teachers and administrators." "But what do you tell them?" "I tell them how to set up a system where it's impossible to cram and forget, you just have to learn." She said, "Oh, that's interesting. That's what I did all the way through medical school." And I'm thinking, here I am with somebody who crammed and forgot all the way through. So I checked with an MD on my next plane flight who I happened to be sitting next to one. I told him the story. He said, "Yeah, that's how it works." I said, "Well, when do you learn?" "Residency." So Dr. Deming didn't talk about cram, forget. But the side effect was, when the students don't know what's coming on the Friday exam, they'll say to me, I just have to learn. There's no other choice. You just have to learn.   0:13:25.8 Andrew Stotz: Right. And then you talk about the... You're talking about the random sample size is roughly the square root of total concept list. I'm thinking about a 15 hour course that I teach and there's 25 concepts that I'm teaching. So a random sample would be 5 of those 25, give them that test. And then the idea here is that we're testing their understanding of that material. And in the beginning, let's just say that random, in the beginning, I haven't taught anything. So they have five questions and on average, let's say they get one right in the beginning because...   0:14:05.2 Lee Jenkins: You'd be lucky if you got an average of one. Yes.   0:14:07.8 Andrew Stotz: So we have evidence that they don't know the topic.   0:14:10.9 Lee Jenkins: Right.   0:14:11.6 Andrew Stotz: And then as we... Let's say we have five weeks and each week we go through, then in theory, if we've taught right and they've learned right, that they would be able to answer all five of those randomly selected questions on the fifth week?   0:14:29.3 Lee Jenkins: That's what you're after. You want them to not have to study, but whatever five is pulled out, they would get it. And if you're teaching a five week course, you might give 10 quizzes during the time, one at the beginning and one at the end of each class. So that because the random, you want them to have questions come up more than once, you want them to have the same question come up. Because that's part of the joy. Oh, we've had that, it's been taught or I've seen that before and it's not 25 questions, it's 25 concepts. Because you can ask it a multitude of different ways to see if they have the concept.   0:15:09.3 Andrew Stotz: And for teachers nowadays, or administrators, they're going to say, what's the point of giving quizzes for topics you haven't taught?   0:15:22.7 Lee Jenkins: That is the most common thing I've been told. Okay. And teachers who have done this for a number of years, sometimes 10, they will say that is the most powerful part of the whole process. Think of it as the synonym for what Dr. Deming taught as review preview. People are used to previews of movies and TV shows and all kinds of previews. And that's what it is. It's a preview. It's not graded. You know, the quizzes aren't graded. That is not fair.   0:16:00.9 Andrew Stotz: You mean they just don't count... They don't count as a grade for the students?   0:16:05.4 Lee Jenkins: Don't count as a... They're scored.   0:16:07.0 Andrew Stotz: Yeah.   0:16:07.3 Lee Jenkins: They're scored...   0:16:08.6 Andrew Stotz: They're scored.   0:16:08.7 Lee Jenkins: But they're not ABCDF on it. Yeah.   0:16:10.3 Andrew Stotz: Yep.   0:16:11.1 Lee Jenkins: It's just a number, correct. Yes. And so like a geography teacher, excuse me, science teacher, said, "You can't believe what happened to me last Friday. I said to the students, on Monday, we're going to start a unit on rocks. And these are middle school students. And they all applauded." He said, "I've never had students applaud about rocks before." Why? Because it keeps coming up on the quizzes and they want to know. It does that. And then when the students get things right that the teacher hasn't taught yet, then they get, oh, they're really happy. I outfoxed the teacher. I know that.   0:16:57.8 Andrew Stotz: Yeah. You can also imagine it would be interesting if you gave a test and the score was, you know, a four on average out of five, let's say, right at the beginning of the class, you think, wait a minute, they already know this stuff. How did they learn that? Where did they learn that? What am I doing in this class?   0:17:15.1 Lee Jenkins: And see, and one of the things we have to get our heads around is, it doesn't matter how they learn it. The question is, did they learn it? I mean, with AI out, okay, they can... They could do AI... They could find out on their own. They can ask their parents. I mean, there's books, there's the Internet. It doesn't matter. Did they learn it?   0:17:40.4 Andrew Stotz: Yep. Okay, this is great.   [overlapping conversation]   0:17:42.5 Lee Jenkins: So then Dr. Deming said, if you've got 100 concepts, then you'd have 10... It's what he said. You'd be 10 questions a week. So that was in January and in November, I wrote him a letter and we had teachers in the school district already doing this. "Thank you for your kind letter and for the 100 sided die." I had just seen that and they're on Amazon. You can buy a die that's 100 sides. It's like the size of a golf ball. He said "it's exciting. Thank you also for the charts, which I've looked at with interest. I wish for you all good things and remain with blessed greetings. Sincerely yours, W. Edwards Deming."   0:18:29.3 Andrew Stotz: That's cool. And that 100 sided die, that was just saying, if you had 100 concepts, just roll the die and pick whatever ones that land... The 10 that lands on it.   0:18:43.1 Lee Jenkins: Right. Now, I've discouraged over times people landing on 100 because you want essential. So to get to 100, you either have to add trivia to get to 100 or you have to take away essential to get down to 100. So I want people to put down what is it that's essential for their kids to know and when they see them 10 years from now, they still know it.   0:19:10.0 Andrew Stotz: Yep. Okay. So, let's not... We're not going to fixate on 100 is what you're saying.   0:19:14.6 Lee Jenkins: Don't fixate on the 100. But I'm telling what Dr. Deming said as an example. Yeah. And what we did. Okay. Then he said create a scatter diagram. This is not a scatter plot, it's a scatter diagram. So if you look at the bottom left, you can see that... And let me find here, if I can just pointer options. Let's get this. Okay, if you look right here, this is Quiz 1, Quiz 2, Quiz 3. Over time...   0:19:49.4 Andrew Stotz: Okay. So the... Just for the listeners, we're seeing a document that's up here with a 14 quizzes across the bottom. Yep. And then on the Y-axis...   0:20:03.1 Lee Jenkins: And the Y-axis is from 0 to 10.   0:20:06.5 Andrew Stotz: And that's the quiz questions.   0:20:09.8 Lee Jenkins: No, it's... They were asked 10 questions. Yes.   0:20:12.0 Andrew Stotz: Okay. So in this case we can see...   [overlapping conversation]   0:20:12.7 Lee Jenkins: The question number...   0:20:12.7 Andrew Stotz: And then those questions were randomly selected. And then they were put into a quiz format of 10 quizzes, quiz questions. And here we can see, for instance, question number two, four people, I'm assuming, got it right.   0:20:29.8 Lee Jenkins: On quest... This is... On quiz two...   0:20:31.0 Andrew Stotz: Quiz number one, let's say quiz number one, question number two.   0:20:35.7 Lee Jenkins: Quiz one, nobody... One person got zero right. One person got one right. Four people got two right.   0:20:41.7 Andrew Stotz: Okay. Okay. I see.   0:20:42.8 Lee Jenkins: One person got three. Okay?   0:20:44.8 Andrew Stotz: Yep.   0:20:45.8 Lee Jenkins: These are people for quiz one.   0:20:49.1 Andrew Stotz: Okay.   0:20:50.3 Lee Jenkins: Then this is quiz two. And then this is quiz three. Generally one each week. We've landed on seven times a quarter, because think snow days come up, things happen.   0:21:09.0 Andrew Stotz: Yep.   0:21:09.5 Lee Jenkins: But so seven out of the nine weeks works. So this is the quiz for a semester.   0:21:16.8 Andrew Stotz: Okay.   0:21:17.6 Lee Jenkins: And the end, at the 14th week, a 14th quiz, I mean, you've got one, two, three, four, five, six. We've got all 10 right. You got four of them with nine, et cetera. That's your Scatter diagram.   0:21:32.2 Andrew Stotz: Okay.   0:21:33.4 Lee Jenkins: Okay. Then he said, do that. Then he said, which I've heard nobody else ever say, add up the total for the whole class. That is unbelievable. Think about it. When an athletic team wins, the players and the coaches celebrate together. In schools, when the final's over, the students celebrate and they do not invite the teacher. Here, every time they are tracking their work, this is quiz one, quiz two, quiz three, four, five, six, seven. It's an interesting one. Somebody put this chart up on a bulletin board, put push pins up and connected with rubber bands.   0:22:24.5 Andrew Stotz: Right.   0:22:25.8 Lee Jenkins: Okay. Here's another one where they're learning that the United States states, they have a blank map of the United States. An arrow points to one of the states. They have to write down what state that is. And there they are. And this shows the progress over 18 quizzes. And you can see it going up and up and up. And here's one, two, three, four, five, six, seven, eight times, where... And maybe there's another one. But you're... I'm covered... Oh, there is another one. There's nine times that the class did better than ever before as a team of learners. And they celebrate together, the teachers and the students together.   0:23:16.1 Andrew Stotz: Right.   0:23:16.7 Lee Jenkins: Look what we did. Then here's another one. This one on the left is from Australia. And I don't know what subject it was. There's no information. But I know that they went out and took a picture of it with one of the students holding it because they were so excited they'd hit the 200 mark after having started out at 65.   0:23:41.3 Andrew Stotz: Yeah. And for the listeners, we're... Basically Lee's showing different run charts of the number correct, starting from quiz number one all the way through to the final quizzes. And the number is going up and to the right showing that the process of learning is working.   0:24:03.4 Lee Jenkins: Yes. And this one here is spelling. We know that spelling doesn't... Spelling tests don't work. It starts in first grade. It's the classic cram on Thursday night if your mom makes you, take the test on Friday, forget on Saturday. So here is a classroom with 400 spelling words for the year. They're all put in a bucket and 20 are pulled out each... 20 are pulled out each quiz at random. And you can see they're learning the words. Now, sometimes people think that we teach at random. You don't teach at random. You teach logically.   0:24:40.1 Andrew Stotz: Right.   0:24:41.2 Lee Jenkins: But the random is giving you accurate information. Are the students actually learning it and not just playing the game. And here's a... You want students to do the work as much as possible. They're your student. That is when you see the coloring and the art, the creativity. Yeah, that's... You want to hand that over to kids to do as soon as you can. And here's one. A French class out of Canada. This is a Spanish class, a third year Spanish class. And the teacher has written that ABC, ABC, ABC, because the teacher had three different quizzes all for the same concepts. So they got quiz A, one week. Quiz B the next time. Quiz C the next time. Whatever, random numbers, but then she had three different complete sets of questions for each of the concepts.   0:25:37.0 Andrew Stotz: Right.   0:25:39.6 Lee Jenkins: Oh, I love this one here. The class had 69 correct, then 108, then 128 right as a class. Then they slumped. One, two, three, four, five, six weeks they slumped and they ended up 129 correct as a class. One more than ever before. The kids are thrilled. If you don't count it up, you'll never know that as a teacher. You'll never know it.   0:26:07.3 Andrew Stotz: And you wouldn't know your progress relative to your past class.   0:26:11.2 Lee Jenkins: You would not.   0:26:12.0 Andrew Stotz: Yep.   0:26:12.8 Lee Jenkins: And so I can't tell you how many teachers have told me, when they have a... The class has an all time best by one or two, a student in the class who's been struggling will stand up and do a chest pump and say, it was me.   0:26:27.6 Andrew Stotz: Yeah.   0:26:28.8 Lee Jenkins: If it hadn't been for my correct questions, which were few in number, but hadn't been for mine, the class wouldn't be celebrating. Yeah, we all understand that, if you're a poor athlete, you're on the basketball team and you're on the bench and the coach decides to put you in for a little bit. The other team fouls you because they know you're not a good athlete. But you make the free throw and the team wins by one.   0:26:57.3 Andrew Stotz: Right.   0:26:57.6 Lee Jenkins: You don't hang your head and say, we only won by one. No, you and everybody knows you're the one that made the point that counted, yeah, it's the same thing. And I've wrote this, it's so important. But sports teams celebrate together, coach and athletes, with class run charts, teachers and students celebrate together. So since 1992, we have subtracted nothing from Dr. Deming, what he taught. We've added some clever additions. The little dots on there that say all time best, that's an addition. We changed it from every week to almost every week. And if we have a chance to do another podcast, I will focus on all the things we've added that are so creative, that have come mainly from students. But what Dr. Deming said, and I'm estimating it was three to five minutes, that he shared and they went back to his normal program and it just impacted me. I couldn't believe it.   0:28:15.7 Andrew Stotz: Right.   0:28:17.9 Lee Jenkins: On the website, Crazy Simple Education, there are free blank graphs. So if anybody's interested in what I'm talking about, there's... If you're... And you'd have to look at, if I'm adding... If I'm asking five questions a week, then there's question... There's graphs for that. If I'm asking 20, there's... They're all there. And other things.   0:28:36.6 Andrew Stotz: Yep.   0:28:39.6 Lee Jenkins: So there's kind of just my little bit of the bio, but it's already been shared. And then on the website, if anybody's interested after over 25 years, what would be the most detailed information of Dr. Deming it's in this book. But you're going to get that information in the future anyway. But I'm just saying, it is there.   0:29:10.9 Andrew Stotz: And just for the viewers, that book, go back to the book for a second. For the listeners, it's called the Essential Navigation Tool for Creating Math Experts, Numbers, Logic, Measurement, Geometry.   0:29:24.0 Lee Jenkins: It has the actual quizzes for grade five, the 28 quizzes for the year. They're there.   0:29:31.2 Andrew Stotz: Right. Right. Amazing.   0:29:33.0 Lee Jenkins: It is superbly put together. Each of the concepts in grade five is assessed seven times. Each of the grade four concepts are assessed twice during the school year. And each of the grade three concepts are assessed once during the year.   0:29:53.5 Andrew Stotz: Yep.   0:29:54.0 Lee Jenkins: So you don't have to waste the first month or so going over last year. You just start the new content and the review is built in.   0:30:02.4 Andrew Stotz: Yep. Okay. And for the listeners and the viewers, we're not trying to sell this stuff. What we're trying to do is show it as an example of the things that you're doing, which is great.   0:30:12.6 Lee Jenkins: Yes. Yeah. It just shows what can be done with the simple concepts.   0:30:18.5 Andrew Stotz: Yeah.   0:30:18.8 Lee Jenkins: And this is one example. Yes. And so then Dr. Deming talked about waste. And he also said that graphs have to be long and narrow. So here's my long and narrow graph on waste. I asked 3,000 teachers, five different states, just what grade level do you teach and what percentage of your kids love school? Okay, well, kindergarten teachers said 95% of their kids love school. First grade said 90%, second grade said 82% love school. And it goes down every year. It gets fewer and fewer kids love being in school until we get a low of 37% love school in grade nine. It ticks up slightly in grades 10, 11, and 12. But I show this to people, the most common answer I get is, well, of course it went up in grade 10, 11, and 12. I dropped out of high school. They didn't count me.   0:31:25.9 Andrew Stotz: Yeah, yeah.   0:31:28.6 Lee Jenkins: So, but, so the biggest waste in education is the love of learning kids bring to kindergarten. Much more damage caused by that than wasting time and money. That the kids have all the motivation they need for life in that five-year-old body. It's not our job to motivate...   0:31:52.4 Andrew Stotz: And then we flush it out of them.   0:31:52.4 Lee Jenkins: Yeah. It's not our job to motivate them. It's the job to maintain it. So I'll tell you a story of a good friend that I worked with from the very beginning. I mentioned that when I had the note that went off to Dr. Deming. And after we'd just gotten started, he's still teaching grade eight science. He has five periods of science. He says every year, the first day of school, three, four, five eighth graders come to him each period. And they say, "Just so you know, Mr. Burgard, I hate science." So he says to them, "Oh, that's interesting. How long have you hated science?" The kids say the same thing every time, "I always hated science." He says, "You know, actually, that's not true. You loved everything in kindergarten. Tell me your story." And they tell the story. Well, I was in grade three or I was in grade five, whatever, they tell their story. He says, "Okay, here's the deal this year, I'm not going to motivate you to learn science. What I am going to do is to try to put you back the way you used to be. We're going to put you back with the mind of a kindergartner loving learning. That's what we're going to do." Because they... Everybody has stories on what happened to them.   0:33:23.4 Andrew Stotz: Yep.   0:33:24.3 Lee Jenkins: So I would conclude this part by saying, I am forever grateful to Dr. Deming. My younger son went to the Deming Scholars Program with Joyce Orsini and he graduated. I got to meet both Diana and Judy Cahill, and they were helpful. Kevin just been helpful to me. Kevin Cahill, the grandson, David Langford, I met with him in-person probably 20 times. All encouraging. Jake Rodgers now is the reason why we're here. And of course you, Andrew. So there's so many people to be grateful to that have encouraged me along this journey, in addition to several thousand teachers who send me their stories and their pictures of their graphs, thanks.   0:34:14.1 Andrew Stotz: Fantastic. That's quite a story. And I just love those lessons that you've gone through. I'm going to stop. Is it okay if I stop sharing the screen? I'm going to do that myself here. Is that okay?   0:34:27.9 Lee Jenkins: Yes.   0:34:28.4 Andrew Stotz: Okay, hold on. Don't do anything there. Okay, now I see you, you and me. I want to wrap up because I think that was a great presentation. A lot of things that I'm thinking about myself. But I did have one question for you that I... I'm not sure what to do. One of the things that I've found with teaching is that sometimes my students, they have a hard time focusing. And so when I tell them, okay, you need to read chapters one, two and three before we meet the next time, let's say short chapters. And then they find it's hard for them to stay, they're like, ah, I'll do it later. So they really haven't covered the material. Now, if I give them, if I say, you need to read chapters one, two and three, and I'm going to have a short quiz on chapters one, two and three, and I'm going to give you quizzes every time that we meet, not as an objective to score your work, but as an objective to help you keep focused. And then I do that, let's say five times, and then I take the two best scores and I drop the rest, so, it shows that they did it. And I find that my students, they definitely do... They stay up on their work with it. So my question is, how do I incorporate this, which is really an assessment of the learning in the class with that, or do I need to drop what I'm doing with my quizzes?   0:36:00.6 Lee Jenkins: Okay, we're really talking about the difference between them intrinsically wanting to learn it and being pressured to learn it.   0:36:13.8 Andrew Stotz: Yep.   0:36:14.0 Lee Jenkins: In a sense. Okay? Now, one of the parts I did not share that could be for future. But the students do graph their own work. Dr. Deming didn't talk about that, but that was... I just focused on what he taught. They graph their own work. And then there's the graph for the whole class. They want to know if they have a personal best. They care about that at all grade levels.   0:36:41.8 Andrew Stotz: Yep.   0:36:42.4 Lee Jenkins: When I... My work is with teachers and if it's a two-day seminar, there's three quizzes, day one and three, and three more quiz, two, day two. There's... You see them, high five. They're teachers. They got... They did better than ever before. Other people are congratulating them. They're so happy. And then at the table where they... Because they usually sit about six or eight at a table, they can see their table did better. There's a chart up on the wall, that's everybody in the room. It might be 200. And altogether we did better than ever before. They care about that. And so kids...   0:37:29.6 Andrew Stotz: Okay so from that, do I take from that drop the quiz that I'm doing and replace it with what you're talking about and get them excited about that and then they'll do their work naturally.   0:37:41.3 Lee Jenkins: Because they don't want to let the team down.   0:37:45.7 Andrew Stotz: Right.   0:37:46.1 Lee Jenkins: Okay?   0:37:46.5 Andrew Stotz: Okay.   0:37:47.7 Lee Jenkins: One of Dr. Deming's story for business was, a businessman came, listened to him and he had salespeople on commission. He went back after hearing Dr. Deming and he said, I'm not going to pay everybody their individual commissions anymore. We're going to put all the commissions in a bucket and everybody gets the same amount. So what happened? The best salesperson quit and the company sales went up because everybody wanted to help the team. They couldn't... They didn't want to be the freeloader. They wanted to contribute. But when you think, oh, that person always gets the free trip to Hawaii. I'll never get that. It's not motivating. It's demotivating.   0:38:37.7 Andrew Stotz: Right.   0:38:38.4 Lee Jenkins: And so they want to help. My only time that I know about a good experience in college, was a professor teaching masters students. And he taught the same class on Monday night and Tuesday night. They were doing research methods from all departments on campus. He gave the quiz on Monday night and then the same goes on Tuesday night. And students, they're taking night classes. They don't come every time, things happen in their lives. So it used to be if a student said, I can't come next Tuesday night, they just wouldn't come. Now they say I can't come next Tuesday night, is it okay if I come on Monday, if I do that and take the quiz, will you put my score on the Tuesday night group? Because they don't want to let their team down. Here they are in their 30s and 40s and 50s, getting their master's degree and they care about... So it's... And then something else we haven't talked about, that we have graphs for the school. It's the whole... It's the school-wide graph. And every teacher has to turn in the total for their classroom for whatever subject they're doing it with by a certain time. And then there's a graph in the hallway for the whole school. Teachers you're not going around the clipboard and inspecting the teachers to make sure they turn it in. No, they do turn it in because they want to help... They don't want to let the team down.   0:40:06.4 Andrew Stotz: Right, right. Okay, I got it. All right. Is there anything you want to share in the... In wrapping up?   0:40:16.0 Lee Jenkins: I would say that you will get the question, how can you assess them on things that you haven't taught yet? And the answer is you don't grade... You don't give them a letter grade for it.   0:40:28.6 Andrew Stotz: Yep. So you're assessing their knowledge. You're not scoring that assessment.   0:40:34.3 Lee Jenkins: Yes. Yes. And you will have more fun than you can believe from Dr. Deming's simple concept, no matter what age you're teaching, no matter what subject, you will love it.   0:40:48.8 Andrew Stotz: It's brilliant. It's brilliant because it shows that the teacher cares, that first the teacher says, I know what I want to get you guys to learn in this semester as an example. And it's very clear. And I want to know that you're learning it.   0:41:08.5 Lee Jenkins: Yes. And actually, the hardest part for teachers is to write down on a sheet of paper what they want them to know at the end of the year.   0:41:15.7 Andrew Stotz: Yeah. It forces a lot of structure onto you to have to think ahead of time, what do I... What exactly do I want here? You can't... What you're talking about is really clarifying the learning outcomes.   0:41:28.7 Lee Jenkins: Yes. You can't just say one... Stay one chapter ahead of the kids.   0:41:32.7 Andrew Stotz: Yeah.   0:41:33.2 Lee Jenkins: No, you got to know upfront what it is, and that's hard. That takes time. And you revise it. At the end of the year, you'll say, why did I put that dumb one on there, everybody knows that. Oh, I left off something else that was really important. Why didn't I put that on there? Well, every year you will tweak it, but you're not starting over again, ever.   0:41:54.0 Andrew Stotz: One of the interesting things that I can do is, I have my valuation masterclass, which is an online course, and it's a 12-week course. And I do it, let's say roughly three times a year. So I've got a great data set there that I rep... You know, my repetition is not annual. It's three times a year. I even may do it four. But the point is that, you know, I can just repeat, repeat, repeat, improve, improve, improve, and then show them as...   [overlapping conversation]   0:42:20.1 Lee Jenkins: You can... You got a perfect model.   0:42:21.1 Andrew Stotz: Yeah.   0:42:21.4 Lee Jenkins: Yes, you can.   0:42:22.4 Andrew Stotz: Yeah. No, that's exciting. Okay, well, on behalf of everyone at the Deming Institute, I want to thank you, Lee, for joining us and sharing your Deming journey and just a very tiny interaction with Dr. Deming and what he's teaching, that you've expanded into something to bring that joy in learning. So I really appreciate that. And ladies and gentlemen, this is your host, Andrew Stotz. And I'm going to leave you with one of my favorite quotes from Dr. Deming and I'm going to tweak it a little bit for education because he said, people are entitled to joy in work. And I think today what we're talking about with Lee is that, people are entitled to joy in education.   0:43:04.9 Lee Jenkins: Absolutely. They are entitled to that. Absolutely. Yes. Thank you.

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.CoSN's 2025 Driving K-12 Innovation report is the collaborative result of an international advisory board of over 130 education and technology experts. Together, they produced the report that identifies the most important Hurdles (challenges), Accelerators (mega-trends), and Tech Enablers (tools) that currently impact K-12 technology innovation.In this two-part edWeb podcast series, three leading superintendents who served on the Driving K-12 Innovation Advisory Board share the process behind the development of the 2025 report and how they each address the Hurdles, Accelerators, and Tech Enablers within their own school systems.Part one of this series highlights the Hurdles and Accelerators identified in the report, while part two will focus on Technology Enablers. The superintendent panel shares the strategies and examples of how the Technology Enablers are implemented in each of their school districts. The Technology Enablers include:Generative Artificial IntelligenceAnalytics and Adaptive TechnologiesUntethered Broadband and ConnectivityThis edWeb podcast is of high value to K-12 educators in both leadership and classroom roles. The broader school community will also benefit as the panel explores the trends, challenges, and technologies defining the future of learning.Listen to Part 1: Driving K-12 Innovation: Current Hurdles and AcceleratorsClassLinkClassLink's mission is to remove barriers between students and impactful education content.AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

School holiday fun with the Assyrian Aid Society -Australia is back as part of the organisation's activities. June Jacob, Community Relations Manager at AASA, spoke to SBS Assyrian about the importance of offering these programs to keep children and their parents engaged and entertained. Beyond local initiatives, the Assyrian Aid Society also works tirelessly to support Assyrian villages in northern Iraq, helping them complete vital infrastructure projects.

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.CoSN's 2025 Driving K-12 Innovation report is the collaborative result of an international advisory board of over 130 education and technology experts. Together, they produced the report that identifies the most important Hurdles (challenges), Accelerators (mega-trends), and Tech Enablers (tools) that currently impact K-12 technology innovation.In this two-part edWeb podcast series, three leading superintendents who served on the Driving K-12 Innovation Advisory Board share the process behind the development of the 2025 report and how they each address the Hurdles, Accelerators, and Tech Enablers within their own school systems.In part one of the series, the superintendent panel is joined by the Project Director for CoSN's Driving K-12 Innovation initiative and EdTech Innovation Committee. Together, they take a deep dive into the current Hurdles and Accelerators identified in the report. Part two focuses on Technology Enablers.This edWeb podcast is of high value to K-12 educators in both leadership and classroom roles. The broader school community also benefits as the panel explores the trends, challenges, and technologies defining the future of learning.CoSNVisionary leaders empowering every learner to achieve their unique potential in a changing world. AASA, The Superintendents AssociationAASA advocates for equity for all students and develops and supports school system leaders.ClassLinkClassLink's mission is to remove barriers between students and impactful education content.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Aasa Mansa Bandhani Bhai, ਆਸਾ ਮਨਸਾ ਬੰਧਨੀ ਭਾਈ (Sri Guru Granth Sahib Ang 635 Sabad 1676)

This podcast is hosted by edWeb.net.The webinar recording can be accessed here.Webinars have become one of the most popular marketing channels for solution providers. Hosting thought leadership and professional learning webinars is a great way for a company at any stage, particularly in these challenging times, to engage with educators for brand recognition, lead generation, content marketing, market insights, and nurturing relationships with education experts and leaders.Listen to an edWeb podcast with Lisa Schmucki, founder and CEO of edWeb.net, and Jerri Kemble, National Academic Advisor and Evangelist for ClassLink. Lisa shares lessons learned from over 15 years as the founder who launched professional learning webinars as a major media marketing channel. Lisa and Jerri provide tips for getting the best results from webinar marketing, especially with school leaders and administrators. They also show how ClassLink works in partnership with AASA, CoSN, and edWeb to host a series of “EmpowerED Superintendents” webinars for superintendents and education leaders.This edWeb podcast is of interest to education companies and associations that want to strengthen their webinar marketing efforts for success.edWeb.netedWeb is an award-winning professional learning network that serves the global education community.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

  The Ruckus Report Quick take: The most dangerous myth in school leadership is that problems will eventually stop. Jennifer Schwanke reveals how embracing challenges and shifting from "trustworthy" to "trust willing" transforms toxic school cultures into thriving communities. Meet Your Fellow Ruckus Maker Jennifer Schwanke, Ed.D., brings nearly three decades of experience to the field of education, having served as both a teacher and leader across all levels. She is a published author with ASCD, including four current books and a forthcoming fifth title, "Trusted: Trust Pillars, Trust Killers, and the Secret to Successful Schools," expected in the summer of 2025. In addition to her books, Jennifer has contributed hundreds of articles to numerous educational publications. She is actively involved in professional development, offering her expertise to school districts in areas such as school climate, personnel management, and instructional leadership. She is also a frequent presenter at major educational conferences, including those hosted by ASCD, NAESP, NASSP, AASA, and various state and national organizations. Jennifer shares her insights as the co-host of the widely listened-to "Principal Matters" podcast and as an instructor in educational administration at The Ohio State University. Currently, Dr. Schwanke serves as a Deputy Superintendent in Ohio. Breaking Down the Old Rules

In this episode of School Business Insider, host John Brucato sits down with Mary Ellen Normen, a retired school business official blazing new trails in the world of artificial intelligence. With presentations at ASBO and AASA conferences and a widely-read article on AI in school business, Mary Ellen unpacks how SBOs can use AI tools for budgeting, facilities, communications, and strategic planning.From ethical guardrails to getting started with your first AI prompt, this episode is a practical and inspiring roadmap for school business leaders navigating one of the most significant shifts in our profession.Listen now to learn how to leverage AI — wisely, ethically, and effectively.Contact School Business Insider: Check us out on social media: LinkedIn Twitter (X) Website: https://asbointl.org/SBI Email: podcast@asbointl.org Make sure to like, subscribe and share for more great insider episodes!Disclaimer:The views, thoughts, and opinions expressed are the speaker's own and do not represent the views, thoughts, and opinions of the Association of School Business Officials International. The material and information presented here is for general information purposes only. The "ASBO International" name and all forms and abbreviations are the property of its owner and its use does not imply endorsement of or opposition to any specific organization, product, or service. The presence of any advertising does not endorse, or imply endorsement of, any products or services by ASBO International.ASBO International is a 501(c)3 nonprofit, nonpartisan organization and does not participate or intervene in any political campaign on behalf of, or in opposition to, any candidate for elective public office. The sharing of news or information concerning public policy issues or political campaigns and candidates are not, and should not be construed as, endorsements by ASBO Internatio...

SDH stops by Atlanta Amputee Soccer Community Day from Kensington MARTAAnd it was an opportunity to grow the game of amputee soccer in the Atlanta area as well as introduce everyone to the organization and how it is growing a year in to its existenceWe catch up with Katie George and Daniel Copeland from the organization as well as rising Clayton State senior Charlie Longino and athlete David Lackwood to find out more about the day and the sport

Today's episode is one I'm especially excited to share with you. Whether you're an Executive Function expert or you're just starting out learning about these essential life skills, you'll want to listen because we have not one but *two* Executive Function leaders featured.First up, I'm so happy to have been joined once again by the OG of Executive Function awareness, Ellen Galinsky, who sat down with me on Focus Forward in March of 2024 when her book, The Breakthrough Years, came out. Ellen is the President of the Families and Work Institute and the elected President of the Work and Family Researchers Network (WFRN). She also serves as senior research advisor to AASA, the School Superintendent Organization. Previously, she was the Chief Science Officer at the Bezos Family Foundation and faculty at Bank Street College. Her research has focused on the impact of work-life on families, child and adolescent development, youth voice, child-care, parent-professional relationship, and parental development. Ellen's work has contributed deeply to how we understand children's learning and development - and how we, as adults, can nurture it. Our second Executive Function leader is Dr. Megan McClelland, an internationally recognized expert on school readiness and self-regulation in very young children. She is the Katherine E. Smith Professor of Human Development and Family Sciences at Oregon State University, where she also directs the Hallie E. Ford Center for Healthy Children and Families. Megan's research focuses on optimizing children's development, especially as it relates to children's self-regulation, early learning, and school success. Her recent work has examined links between self-regulation and long-term outcomes from early childhood to adulthood and intervention efforts to improve these skills in young children. She is currently involved with multiple national and international projects to develop measures of self-regulation and improve school success in young children. Megan is also the co-author of Stop, Think, Act, a book all about how we as educators and parents can help our kids strengthen their EF skills through play.Today, you'll hear us talk about why executive function skills matter and how we can help kids strengthen them through everyday activities - Megan and Ellen help parents and educators see that we learn when we play! Whether you're a parent, educator, or just someone who cares about kids' success in the long run, this episode is full of insights you won't want to miss.I hope you enjoy listening! Here are the show notes from the episode: Learn More About Ellen GalinskyEllen Galinsky's Websitewww.ellengalinsky.comThe Breakthrough Yearshttps://ellengalinsky.com/the-breakthrough-years/Mind in the Makinghttps://www.mindinthemaking.org/Families and Work Institutehttps://www.familiesandwork.org/Learn More About Megan McClelland, PhD.https://health.oregonstate.edu/directory/megan-mcclellandStop, Think, Act by Megan McClelland and Shauna Tomineyhttps://www.amazon.com/Stop-Think-Act-Integrating-Self-Regulation/dp/0415745233Executive Function ResourcesVroomwww.vroom.orgInstitute for Education Sciences: "Preparing Young Children for School" - A research-based guide with specific tips and activities for educators.https://ies.ed.gov/ncee/wwc/practiceguide/30Focus Forward Ep 23: Parenting for Success: How to Nurture Executive Function Development in Early Childhoodhttps://www.beyondbooksmart.com/podcast?wchannelid=y1lzulxlcs&wmediaid=rgbq6nrrvfFocus Forward Ep 26: Navigating Stress, Parenting, and the Brain: A Conversation with Dr. Alison Royhttps://www.beyondbooksmart.com/podcast?wchannelid=y1lzulxlcs&wmediaid=oygnbqkqqq

This conversation explores the profound impact of recent immigration policy changes on teachers and students, focusing on the emotional and practical challenges faced in educational settings. Panelists discuss the anxiety and fear stemming from the potential presence of immigration agents in schools, the importance of clear communication and support systems, and strategies for creating safe spaces for students. The discussion highlights the importance of collaboration among educators, community organizations, and school leadership in effectively navigating these challenges. Follow on Twitter @Jenschwanke @drjenschwanke.bsky.social | @jehan_hakim | @msdarasavage @ExcelLYNNCE | @kbustosdiaz | @jonHarper70bd | @bamradionetwork Jehan Hakim is a mother and Houston-based educational consultant with over a decade of experience in empowering educators and organizational leaders through culturally responsive pedagogy and professional development. Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal's Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.– Kenya Bustos Diaz is a freshman ENL Teacher From Veracruz, Mexico, DACA recipient. Social Justice Mentor for Future Teachers of Color at Butler University Bachelor's Degree in Secondary Education from Butler University. Dara Laws Savage is a 26-year educator from the great state of Delaware. She has served on numerous local, regional, and state committees, and has been Teacher of the Year in two different districts. She is an Emeritus national faculty member of PBLWorks, and is presently the English 9 teacher and Instructional Coach at the Early College High School at Delaware State University while working on her doctorate. Dara is a proud Board of Education member for the Seaford School District (alumna) and she is the owner of Savage Educational Consulting. Tom Rademacher has spent the last two decades devoted to students and education. He's the author of 50 Strategies for Learning without Screens, It Won't Be Easy, Raising Ollie, and the forthcoming chapter book series Bucket and Friends. Tom was named Minnesota's 2014 Teacher of the Year, and before teaching mostly wrote bad poetry and talked about Kurt Cobain. He lives too close to the Mall of America in Minnesota with his wife, son, and absolute chonk of a dog.

Do you want to see your district's strategy thrive? Start with your culture. Dr. Janet Pilcher and Dr. Pat Greco unpack the crucial link between school district culture and strategic execution, sharing inspiring examples from superintendents and partners at AASA‘s NCE conference. Listen now to learn how to build a foundation for lasting impact and uncover the essential area that many leaders overlook.Destination High Performance K12 Leadership Conference: Go here to learn more and register.Recommended Resources: Fuel Success with a Feedback Loop, Lean In, Stay Curious, and Other Leadership Lessons, Grow Your PeopleRead and study: Each episode of the podcast aligns with the tactics and principles of our host's book, Hardwiring Excellence in Education: The Nine Principles Framework. In conjunction with that book, you can join the mission to create great places to work, learn, and succeed by leading a book study with your leadership team for Hardwiring Excellence in Education. Our free, on-demand book study offers additional tools and resources created by Dr. Pilcher and our Studer Education leader coaches. Each chapter in the study also features exclusive interviews with influential education leaders sharing how they're making a difference in their districts and beyond.Order book here.Sign up for book study here.

Following the AASA conference and reflecting on recent episodes, Dr. Janet Pilcher highlights the importance of feedback loops in improving organizational performance. Listen as she emphasizes how leaders can use surveys and rounding conversations to gather input, identify areas for improvement, make data-driven decisions, and optimize performance so students can achieve better outcomes.Destination High Performance K12 Leadership Conference: Go here to learn more and register.Recommended Resources: Drive Student Achievement with Scorecards, From a System of Schools to a School System, Fuel Success with a Feedback LoopRead and study: Each episode of the podcast aligns with the tactics and principles of our host's book, Hardwiring Excellence in Education: The Nine Principles Framework. In conjunction with that book, you can join the mission to create great places to work, learn, and succeed by leading a book study with your leadership team for Hardwiring Excellence in Education. Our free, on-demand book study offers additional tools and resources created by Dr. Pilcher and our Studer Education leader coaches. Each chapter in the study also features exclusive interviews with influential education leaders sharing how they're making a difference in their districts and beyond.Order book here.Sign up for book study here.

Guest Julie A. Vitale, Ph.D. is the Superintendent of the Oceanside Unified School District. Her educational journey includes a Ph.D. in Urban Educational Administration from Claremont Graduate University, a Master of Arts in Educational Administration, and a Masters and Bachelor of Arts from the University of LaVerne. Dr. Vitale has been a faculty member at Concordia University since 2007, contributing to the development of their Ed.D. Program. Her dedication to education has earned her prestigious recognitions, including the Western Riverside County Association of School Managers Superintendent of the Year and the Urban Leadership Alumni Achievement Award from Claremont Graduate University. Notably, she was honored with the Lighthouse Award by the San Diego County Office of Education for her commitment to equity and inclusivity. Actively engaged in educational leadership beyond her district, Dr. Vitale serves on the Governing Boards for AASA. She also served on the governing board for the Association of California School Administrators (ACSA), where she played a pivotal role in organizing the Lead with Pride Summit, focusing on LGBTQ+ inclusivity in schools. Why This Episode Matters This episode matters because it illuminates various challenges facing public education in the United States, including the: • push for patriotic-structured U.S. History lessons • de-emphasis/elimination of DEI and the restrictions of gender definitions • continued move toward the privatization of schools • escalation of gun violence • dislike in some political circles of social-emotional learning programs and • low morale among teachers and administrators Referenced CASEL website: https://casel.org/ Human Rights Campaign: https://www.hrc.org/ About Jeff Jeff Ikler is the Director of Quetico Leadership and Career Coaching. “Quetico” (KWEH-teh-co). He works with leaders in all aspects of life to identify and overcome obstacles in their desired future. He came to the field of coaching after a 35-year career in educational publishing. Prior to his career in educational publishing, Jeff taught high school U.S. history and government. Jeff has hosted the “Getting Unstuck—Cultivating Curiosity” podcast for 5 years. The guests and topics he explores are designed to help listeners think differently about the familiar and welcome the new as something to consider. He is also the co-host of the Cultivating Resilience – A Whole Community Approach to Alleviating Trauma in Schools, which promotes mental health and overall wellness. Jeff co-authored Shifting: How School Leaders Can Create a Culture of Change. Shifting integrates leadership development and change mechanics in a three-part change framework to help guide school leaders and their teams toward productive change.