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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.

Ragnar Lassinantti, 1915-1985. Valtiopäivämies, maaherra, Meänraation farfaari. Ääniä ja kertomuksia Ragnarista ja kans pätkiä hänen raatiotyöstä. Lyssna på alla avsnitt i Sveriges Radio Play.

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.

Kierunan kunnanrooti haluaa mineraaliveron Ruotthiin kans. Talonomistaja Malmivaaransiirto-prosessissa ei ole tyytyväinen LKAB-heen. Monikielinen esikoulu Uumajassa. Katja siirty lämphöön ja aurinkhoon terveyen takia. Comeback Meänraatihoon. Lyssna på alla avsnitt i Sveriges Radio Play.

Per bjuder på ekonomiska tips inom barnomsorgen, Aasa är oerhört mallig efter ett lyckat Wildcard och vi är oerhört vaga i kaptensvalsdebatten.

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.

Rautatiestä: Kemi-Tornio sai ei ja Vaskivuori-Kolari oon uusi plaani. Ruska ja hirvimettä. Uusi lastenohjelma Historierummet - kaikenikäsille. Lyssna på alla avsnitt i Sveriges Radio Play.

This conversation explores AASA's Public Education Promise, a framework designed to guide education leaders in navigating the complexities of modern public education. The discussion highlights the importance of student-centered learning, real-life skills, teacher retention, community partnerships, and measuring success beyond traditional metrics. Education leaders share insights on how they are implementing these principles in their respective districts, emphasizing the need for collaboration and innovation in the face of challenges. Follow on X: @Supt_Balderas | @drgoffney | @larawadem | @Jonharper70bd | @BAMRadioNetwork Dr. LaTonya M. Goffney is the Superintendent of Schools for the Aldine Independent School District in Houston, Texas. Since taking the helm in July 2018, she has dedicated herself to the district's over 60,000 students and nearly 9,000 employees, as well as the entire Aldine community. She began her career as a teacher at Coldspring-Oakhurst CISD in 1999 before eventually leading COCISD as superintendent from 2008 to 2013. In 2013, she was named Superintendent of Lufkin ISD. Dr. Goffney is the AASA president-elect. 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. Dr. Gustavo Balderas is President of the Association of Latino Administrators and Superintendents and President of AASA.Balderas has been and is involved in numerous state, regional, and national organizations and committees, including having served on the Oregon State Board of Education as a superintendent liaison, the AASA Executive Committee, Chiefs for Change Board, is a co-founder and inaugural president of the Oregon Association of Latino Administrators. Dr. Balderas is also a volunteer consulting superintendent for the Educational Research and Development Institute, Suburban School Superintendents, and the Institute for Educational Innovation national organizations.

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

Parempi lohikesä ko ootethiin Tornionväylässä. Finnkampen- erikoisen mukava maaottelu. Arkivpärla: Uutisia vuelta 1966. Lyssna på alla avsnitt i Sveriges Radio Play.

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

Ylitornion peruskoulussa täysi mupilikielto. Elläinlääkäri Suomesta Pajahlaan. Hocine tullee Algeriasta Juoksenkhiin joka kesä. Bertil Isaksson laittaa kesäruokaa. Lyssna på alla avsnitt i Sveriges Radio Play.

Kesäteatteria Jukkasjärvessä. Uusi iso rukkoushuone Knivstassa. Kesäkuun prufili Tarja Ylitalo. Lyssna på alla avsnitt i Sveriges Radio Play.

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...

House Republicans want to set aside up to $5 billion a year for scholarships to help families send their children to private and religious schools, an unprecedented effort to use public money to pay for private education. The proposal, part of a budget reconciliation bill released in May, would advance President Donald Trump's agenda of establishing “universal school choice” by providing families nationwide the option to give their children an education different from the one offered in their local public school. Nearly all households would qualify except those making more than three times the local median income. Supporters of private school vouchers say they want to give families assigned to low-performing schools more choices. “Giving parents the ability to choose the best education for their child makes the (American Dream) possible,” said Republican Louisiana Sen. Bill Cassidy, who sponsored a similar proposal in the Senate. The program would be funded by donors who could contribute money or stock. In turn, they would receive 100% of the contribution back in the form of a discount on their tax bills. It would allow stockholders to avoid paying taxes that would be levied if they donated or transferred the stock. Critics decried the proposal, saying it would aid the wealthy at the expense of the public school systems that serve the overwhelming majority of students. They said it would set up a tax shelter allowing savvy investors to make money under the guise of a donation. All of this comes as the Trump administration downsizes the Education Department and cuts resources to public schools, including $1 billion in mental health grants and funding for teacher training. “This is a significant threat,” said Sasha Pudelski of AASA, the School Superintendents Association. She added that states that have voucher programs often end up assisting families that were already paying for private school. “It's opening the door even wider to what has already plagued voucher programs around the country, which is rampant waste, fraud, and abuse.” Public school advocates worry the programs hurt enrollment and per-pupil funding, ultimately leaving fewer resources for families that choose public schools. This article was provided by The Associated Press.

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

In this episode of Build Momentum, we are joined by Dr. Matthew Montgomery, the current superintendent of two school districts, Lake Forest Community High School District 115 and Lake Forest Elementary District 67, for almost four years. In addition to this unique setup, he is also the Lead Superintendent for Cohort and Partner Connections in AASA, The School Superintendents Association. Some Questions We Ask:Can you tell us more about your career as a superintendent for two school districts? (01:30)What are the most rewarding aspects of school leadership? (06:19)What is your take regarding the 2023 RAND study, and how do you cope with the stress that your role brings? (08:18)Has scrutiny of the superintendency changed over the years? (12:27)Do you think your experiences are similar or different compared to other superintendents across the nation? (15:23)What strategies do you incorporate to help the community understand your vision for the district? (19:15)What are your thoughts regarding humanizing the role of superintendency? (24:11)How can we better support district leaders? (28:51)In This Episode, You Will Learn:About Dr. Montgomery's career (01:53)Rewarding aspects of school leadership (06:22)Thoughts about the 2023 RAND study and coping with stress (08:31)Scrutiny of the superintendency (12:37)Similarities and differences regarding superintendents' experiences (15:40)Strategies for uniting the community around a vision for the districts Dr. Montgomery leads (19:29)Thoughts on humanizing the superintendency (25:04)How K-12 education system supporters can advocate for district leaders (29:03) Quotes:“I was a high school science teacher, and I always wanted to know what was happening in the principal's office when they would close the door. … When I got to the principal's office, then I was curious about what was happening in the superintendent's office. And now I make the joke that when I'm in my office, if anybody walks in and closes the door, I'm like, ‘Oh, please don't!' [Now] I've had my fill of what happens.”“As a leader, you are a conduit for an incredible amount of stakeholder voices. You need to try to find some cohesiveness and then be responsible for helping lead them in the direction that they have defined.”“Leadership is the most rewarding and challenging role that people can experience, and it is a privilege to be given this responsibility.”“We need to have a community that understands that you need great people leading organizations. How we treat our leaders matters—and increases the likelihood when one leader leaves, you are going to find another great leader to follow.”Stay in touch with Dr. Matthew Montgomery:LinkedIn Lake Forest Schools Stay in touch with Sarah Williamson:SWPR GROUP WebsiteLinkedInStay in touch with Chad Bolser:LinkedInAbout "The Secret to Transformational Leadership," which Sarah co-authored with Dr. Quintin Shepherd:Transformational Leadership Secret websitePurchase the print or ebook

Dr. Vivek Murthy, physician and former US Surgeon General, joins Ryan and Gregg as part of a special recording with AASA, The School Superintendents Association to discuss the impact of social media on mental health and the importance of human connection.

In this episode of AASA Radio, educational leaders discuss the lessons they learned from the pandemic and how the experience changed the way they lead their districts. The panel explores the transformative impact of the COVID-19 pandemic on public schools and shares the successful strategies they've embraced for fostering resilience, innovation, and well-being. The group emphasized the importance of building the right infrastructure and capacity for both students and staff to thrive in an AI-driven world, as well as the role of strategic planning in preparing students for future challenges. The episode concludes with advice for education leaders on integrating technology into their practices effectively. Dr. Gustavo Balderas is President of the Association of Latino Administrators and Superintendents and President of AASA. Balderas has been involved in numerous state, regional, and national organizations and committees, including having served on the Oregon State Board of Education as a superintendent liaison, the AASA Executive Committee, the Chiefs for Change Board, and is a co-founder and inaugural president of the Oregon Association of Latino Administrators. Dr. Brandi Kelly is a superintendent, author, speaker, and consultant. With over 20 years of experience, Dr. Kelly is dedicated to empowering leaders to inspire growth, create positive change, and cultivate environments where success thrives. Dr. Kelly has received numerous accolades for her leadership, including the NAESP Distinguished Elementary School Principal Award and the Middle School Principal of the Year Award. Dr. Jeremy S. Owoh is Superintendent of Schools at Jacksonville North Pulaski School District. Owoh's mission is to bridge educational disparities through cutting-edge instructional practices. Owoh serves as President of the ISTE+ASCD Board of Directors. Dr. Barbara Sargent is the superintendent of the Hermon School Department in Hermon, Maine. She served as Principal of Village School and Orchard Hills School in Montgomery Township, NJ for six years, earning a NJ Principal of the Year recognition in 2003. As Assistant Superintendent for the Madison School District, Barbara partnered with amazing educators to enrich the district curricula and lead academic initiatives that elevated Madison High School in state rankings.

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.

Morton Sherman, PhD, is the retired Senior Associate Executive Director of AASA, The School Superintendents Association, and a long-time educator who is dedicated to assuring learning at the highest possible levels for all students. An educator for 40 years, Sherman has served as a superintendent at schools across the country. He is a founding member of Public Schools for Tomorrow and currently serves on The Executive Committee of the board for the Goldie Hawn Foundation. In the past, he has served as a member of the board of directors with the Scholarship Fund of Alexandria, the Minority Student Achievement Network, Jason Learning, the National Superintendents Roundtable, and the Education Research and Development Institute. Sherman has received numerous awards throughout his career including a national community service award, Virginia Association of Elementary School Principals' Pathfinder Award (2012), the American School Board Journal's Magna Award (2012) and the Outstanding School Administrator Award (2003) by the New Jersey Music Educators Association. Sherman earned his doctorate in educational administration from Lehigh University, his master's degree in English education from the University of Delaware, and his bachelor's degree in English from Pennsylvania State University. He is the co-author of the book Resonant Minds: The Transformative Power of Music, One Note at a Time (foreword by Goldie Hawn; Bloomsbury) www.resonantminds.com

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.

This edWeb podcast is presented by CoSN and AASA, and sponsored by ClassLink.You can access the webinar recording here.Although the use of technology tools for teaching and learning has been around for quite some time, it is still incumbent upon school leaders to communicate both the critical “how” and “why” behind using technology tools for learning with a broad range of audiences. In this edWeb podcast, three leading-edge superintendents share the strategies they use to communicate with parents and their extended communities, as well as with district internal staff, regarding the importance of effectively leveraging technology to prepare students for their futures as well as meet their current learning needs.Specific strategies for communicating information around new technologies such as AI are highlighted. The role of social media within school district settings is another area that the three superintendents explore. Free online resources for school leaders are shared.This edWeb podcast is of particular value to superintendents, K-12 school and district leaders, and aspiring school 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.

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.

CapeTalk’s Sara-Jayne Makwala King is joined on Weekend Breakfast by Aaron Munetsi, CEO of the Airlines Association of Southern Africa. See omnystudio.com/listener for privacy information.

Tony and Taylor are back, discussing news headlines and why it's valuable to attend conferences like the upcoming STN EXPO East in Charlotte, North Carolina. “I didn't know you could get an award for doing something you liked already,” Superintendent Dr. Walter B. Gonsoulin, Jr. said of a childhood reading award that draws parallels to his current nomination for Super of the Year from AASA, The School Superintendents Association. He and Transportation Director Kevin Snowden discuss the passion, care, technology and collaboration that serves the students at Jefferson County Schools in Alabama. Read more about leadership. Episode sponsors: Transfinder, School Radio.

This edWeb podcast is presented by CoSN and AASA, and sponsored by ClassLink.You can access the webinar recording here.Data privacy is a consistently high priority in any school district setting, with implications across all facets of school operations. Navigating the ever-changing world of data privacy requires effective processes around school governance, communications, and many other school functions. In this edWeb podcast, three superintendents—whose districts have all earned the CoSN Trusted Learning Environment (TLE) Seal—share how they work with their leadership teams to implement data privacy practices in their districts. The focus of the superintendents' conversation is the effective strategies their districts use regarding the following five critical guidelines for ensuring data privacy in the use of technology within their school districts:Stay current and compliant with federal and state lawsAddress community and stakeholder expectations early and oftenKeep instructional impacts in the pictureResponsive, responsible data privacy administration and management to mitigate riskTraining, training, trainingLinnette Attai, CoSN Student Data Privacy Project Director, joins this edWeb podcast to share current processes and supports that enable school districts to earn the TLE. Access to a number of free resources, including the CoSN Student Data Privacy Toolkit and the TLE Self-Assessment is provided.This edWeb podcast is of particular value to superintendents, K-12 school and district leaders, and aspiring school 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.

Ryan and Tony discuss potential school bus industry shifts in response to U.S. presidential moves on zero-emissions and tariffs, shed light on misleading headlines, and review OEM business updates. AASA: The School Superintendents Association is on the front lines fighting for education and student service in the U.S. Supreme Court. Noelle Ellerson Ng, AASA associate executive director of advocacy & governance, analyzes a pending case questioning the constitutionality of the Universal Services Fund, which in part funds E-Rate, school bus Wi-Fi and homework access for students in rural areas. Read more about government. Episode sponsors: Transfinder, School Radio. 

This week, President Trump signed executive orders that profoundly affect teaching and learning. The most immediate involves mass deportation and authorizing immigration agents to make arrests at schools. To understand how the education community is navigating these developments, we contacted teachers, principals, superintendents, education reporters, and immigration lawyers. We encountered intense emotions and confusion; many were unwilling or unprepared to speak publicly. We eventually found a group that was willing to share their thoughts, feelings, plans, and resources they're using. Most of all, they offered their best reasons for hope amid the uncertainty ahead. Jessica Heiser is the Founder & Lead Project Attorney at Imprint Legal Group, a national law and consulting firm that specializes in protected class law. Jessica is a two-time graduate of Northwestern University, where she earned a B.A. with Honors and, fifteen years later, earned a Master's certificate in Leading Equity and Inclusion in Organizations. After teaching middle and high school students in St. Louis and Los Angeles, Jessica put herself through law school at DePaul University College of Law and practiced school and employment law for almost twelve years. After becoming a certified diversity, equity, and inclusion practitioner, she gave up her partnership in a large law firm to launch Imprint Legal Group, a women- and disability-owned business that guides organizations in proactively combining compliance and culture. Jessica is the recipient of the prestigious Diversity in Law Award and has been tapped to serve on the Indiana Supreme Court Commission for Equity and Access and National School Board Association Title IX Advisory Group. 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.– Zaidee Stavely covers bilingual education, early education and immigration as it relates to schools and hosts EdSource's Education Beat podcast. She is a bilingual print and radio reporter who has worked in Mexico and the U.S. She has covered education, immigration, environmental justice and traditional arts for KQED, Radio Bilingüe, and Public Radio International's “The World,” among other outlets. Zaidee has won numerous awards for her journalism, including an Emmy, a Regional Edward R. Murrow Award, an Excellence in Journalism Award from SPJ Northern California, and the Rubén Salazar Award from CCCNMA: Latino Journalists of California. She grew up in rural Mendocino County, where both her parents taught in public one-room schoolhouses. She has a Master's degree from the Columbia University Graduate School of Journalism and a B.A. in Latin American and Latino Studies and Community Studies from UC Santa Cruz. She lives in Oakland with her husband and two children.

This edWeb podcast is presented by CoSN and AASA, and sponsored by ClassLink. You can access the webinar recording here.School district technology investments can be complicated and the process of budgeting for technology is often very complex. As budget sources change—and sometimes get tighter—assuring that the technology needs of multiple stakeholders are met can be a recurring challenge for school leaders.In this edWeb podcast, three superintendents share the effective processes they have implemented with their leadership teams when it comes to making decisions about technology purchases and assuring that final decisions are aligned with their district strategic goals and resources. Access to CoSN resources that specifically address the value of investments and total cost of ownership are shared.This edWeb podcast is of particular value to superintendents, K-12 school and district leaders, and aspiring school 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.

In this episode of the Just Schools Podcast, Jon Eckert interviews Max Silverman from the Center for Educational Leadership (CEL) at the University of Washington. Silverman shares his journey from a high school principal to leading CEL, where he supports district and school leaders nationwide. A key takeaway is the power of student voice in creating meaningful change, emphasizing the importance of listening, fostering belonging, and staying collaborative as leaders. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: The Four Pivots: Reimagining Justice, Reimagining Ourselves by Shawn Ginwright Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Dr. Jon Eckert: All right. Welcome back to [Jeff 00:00:05] Schools. Today we're here with Max Silverman from the University of Washington. He has been doing work that we really aspire to do in so many ways, in supporting school leaders and education leaders in all different kinds of places through the Center for Educational Leadership. So Max, if you would share a little bit about, what brought you into this work? Maybe we'll start there and then just take the conversation from there. Max Silverman: It's a funny story, I was a high school principal ... I was a high school assistant principal here in Washington State, at a school that, however you would characterize a school or measure a school, it was struggling. I think the students would tell you that, the staff, and I got the opportunity to be the principal. I quickly found out that as a former high school basketball coach and former social studies teacher, I was actually pretty good at getting people coalesced around a vision of what could be. I was pretty good at working with folks and us agreeing that the kids were fine, that we were the problem, and then we hit a wall. We actually didn't know how to improve the quality of teaching and student experience. That beyond our really wonderful intentions towards our students, that we needed to drastically change what teaching looked like, what school culture and environment looked like. And my school district, just by chance and luck for me, contracted with the Center for Educational Leadership. This is about 2004 maybe, 2005, and I immediately went through the most rigorous program around how to be an instructional leader. I went from saying really stupid things to teachers like, "Oh, I was just in your classroom, and I noticed you called on more girls than boys. Maybe that's something you want to work on." So knowing how to talk to a teacher and ask questions around, "Tell me a little bit more about what you're working on in your practice. What was your intent for student engagement today?" I just learned how to be in language arts classes and math classes and not be a waste of time to the teachers, to actually be a value add. So that started my journey with CEL, and I was a client of CEL for probably five years and then in 2009 had the opportunity to join the CEL team, begin to build out our work with central office leaders. Dr. Jon Eckert: Yes. I love the confident humility that you just led into with that, the example that you gave on the who's being called on. My other favorite thing that principals always like to point out is, "Oh, I didn't see a learning target on the board." I didn't see ... It's like, okay, if you're a really bad teacher, then having that learning target on the board might give the kids some idea of what the teacher is trying to do. But for any average educator that learning target is not doing a whole lot for kids, but that's always a go-to one. Max Silverman: It's pretty funny to watch a group of leaders walk into a classroom, see a learning target, check the box on their checklist and not think about, oh, is it standard space, is it rigorous? Is that actually what the teacher is doing that day? Dr. Jon Eckert: That's right. I can't tell you how many times I've walked into learning targets and I'm like, I feel like that learning target may have been up for the last four or five days because whatever is happening here seems completely unrelated to that. But hey, it's on there, that checks the box, complete compliance exercise. So I do love that research out there that the people who benefit the most from evaluations are the people doing the evaluating, because you're the one getting all the expertise as you see all these different contexts. So I appreciate the humility that you had saying, hey, I could do a lot of the things a leader needs to do, but when we actually wanted to move the needle, I needed this expertise from CEL to figure that out. So I'm curious, the program that you went into, was it a degree program? Was it a support? Was it a part of a cohort? What did that look like? Max Silverman: No. So when CEL started ... and more formally, when the Center for Educational Leadership University of Washington, but CEL, we are very unique in that we are a fee-for-service center from a tier-one research university. So we contract with school systems across the country to provide leader professional learning. Even back then, my school district hired CEL and instead of going to a district-led leader professional development, CEL led it. They brought in the most brilliant people from District Two in New York City, from San Diego Unified School District. We had whole group professional development. But even then, Jon, it was fascinating, they would model for us by bringing a whole elementary classroom to our professional development. We'd see a model lesson and then learn how to give feedback to the teacher right there. And then I got coaching in my school, so it was both really good professional development as well as embedded coaching. Dr. Jon Eckert: I love that, and I love that an R1 is doing that. Because so often we leave that behind for the research, so then we don't actually apply any of the good research that we're finding, so that feels like a great relationship. How many districts do you all currently work with at CEL? What's the scope of the work? So let's talk about breadth and then we'll talk a little bit more about depth. Max Silverman: Yeah. We have a fascinating scope, in that we work with approximately 40 school systems a year as large as Chicago Public Schools and Metro National Public schools, and then as small as Nooksack, Washington. We tend to be in urban districts and rural districts. For many years we lead or facilitate the South Central Washington Superintendents' Network. We've done that for about 15 plus years, and that's out in the Yakima Valley of Washington. Once a month we're in classrooms with superintendents, so we have a pretty wide, pretty good breadth. We also lead the National Principal Supervisor Academy for AASA. Dr. Jon Eckert: Okay. So with that breadth ... I love the urban/rural because those challenges are different because of different contexts, but there are commonalities. I'm interested, as you've been able to see that and you've gone deeper with these districts, what are some of the commonalities you find across districts, particularly post-COVID? Because my sense of COVID is, it exposed a lot of issues that were already there,, it just exacerbated them. So I'm curious to see if that's been your experience and then, what's been common across these pretty diverse contexts you've been? Because that's a pretty unique perspective that you all have. Max Silverman: Yeah. I think it was, Rand just put out a study of superintendents and they compared where large district and small district superintendents spend their time. They're a little bit different, but what was striking to me is how little time they spend on the quality of teaching and learning. That really I think confirmed for me something that we're seeing is ... and leader surveys bear this out, school leaders and district leaders are spending a lot of time now particularly on mental health, both for students and staff. They're dealing with staff shortages, certificated, leader and classified staff. I think they're still putting things back together from COVID, so we find again and again that the bandwidth isn't there yet for leaders at scale. We still find plenty of leaders who can focus really intently, but the bandwidth of individual leaders in school systems isn't quite there yet to really focus on what's happening in classrooms, how do people get better? Dr. Jon Eckert: Well, and we were talking about this briefly before we jumped on the conversation, the conversation with Pixel out of the United Kingdom and the work they're doing. The two books they've written are Time to Think and Time to Think 2. I love that because so many educators I talk to, whatever role they're in, they don't have space to think. Or at least they don't feel like they do because the urgency of what they have to deal with and the mental health issues that are exacerbated by learning loss. So that's what I see. You had this learning loss happen over COVID, depending on how long you were out of in-person school because we know the online delivery just didn't work as well for so many kids. So you have these gaps and those gaps then feed the lack of worthiness, the lack of mattering, the lack of belonging, that then exacerbates the mental health, which then exacerbates the learning loss. So it's this thing. And then when you have staff shortages and you might actually get an adult, a human being in a classroom but they're not really trained, their background is not in the area they're teaching, that then exacerbates the mental health of that teacher. That exacerbates the mental health of the kids. And then the other veteran faculty who know what needs to be done, they're then carrying a larger burden, because they're trying to help these new people that are coming in with good intentions but they're under-prepared for what they're going to do. So I wonder with all of that, that feels like a pretty bleak picture, where are you seeing some signs of hope in some of the districts that you're working with? Max Silverman: Yeah, thanks. We're lucky, we get to see hope all the time. The hope we see is that actually when we are with leaders, they want to dig in. They want to learn and get better, and they believe that getting better is a way to improving what happens for students. In most of our work we bring students into the learning in different ways. When leaders get to hear from students about what they want and need, it instigates their learning in a different way. It's really fascinating, the difference between a group of school leaders or district leaders looking at student climate survey data ... even if they do the most elegant analysis, it's still all intellectual. If we can bring in a student panel and have students talk about, how do they know they matter at school, what's a good day at school, what's a bad day? All of a sudden that instigates leader learning in a different way, because there's real kids right there in front of them. So that always makes me hopeful. The other space, I work primarily with central office leaders, and we've been working on this idea that students will have no more of something than adults in the system have. So if we want students to be seen and heard, they actually won't be unless teachers and principals are. If we want students to have a sense of belonging, they won't unless teachers and principals have that as well. I've been really amazed at the willingness of central office leaders across the country, their willingness to slow down and go out and even interview principals about principal experience and use that as actual data. They all have to put in an Excel for it to become data to them. The willingness of people to really change their epistemology on what is true and knowledge, I do see a shift in that when people are afforded the time or make the time, and that's really hopeful. Dr. Jon Eckert: Yes. I love that, and people that are still in education right now obviously have to have some element of gritty optimism. So that's the next book I'm working on, where do you get that optimism that's born out of experience, where you've seen kids become more of who they were created to be over and over and over again? What I love about what you said is the way you bring students into it. This is one of the challenges we've been dealing with in our center. So we have a leadership conference, it's a one-day thing in February. One of the things we're working on right now is having the leaders go through using a tool all day for what they're going to do differently, and then they check in over the next three months to make sure that's happening. But before they can actually finalize what that plan is have a student consulting panel where they're meeting with them and running their idea by a panel of students ... who are not at their school but are at the grade level they serve, who can give them feedback on yeah, that would work, no, that wouldn't work. Or here's what I think about that, so that they're the advisory board to the leaders. Because we've done a lot of student panels and I think you're totally right, they get lost in the data. But when they hear the voices and they hear the lived experiences of the kids, that's different. So now we're trying to do this advisory board piece. I don't know, we've never tried it, it could completely blow up on us. I love that because I agree, if we miss the fact that students need to be leading with us ... I think that's a powerful insight that you all have had. Any advice for us as leaders as we try to bring students in? Any cautions or any, just based on that idea I just shared with you, bad idea, good idea, try something else? Max Silverman: Well, so what we keep coming up against is how hard it is for people to listen. So one thing, my colleague Jen McDermott had a project, really which started a lot of our student-centered work, where she interviewed students and met with students and just asked them, "What's a good day at school? What's a bad day at school?" They actually wrote stories or drew pictures, and she made this brilliant move of having them analyze the stories. So it was their data, they kept the data and they came to some conclusions about what they saw. Basically they told us, well, it looks like school's a place that we want to be happy and proud. But the other thing that they then helped us develop was a tool that helps leaders listen. I think my big takeaway, it's called the Student Experience Story Guide, and your listeners can get on our website. It's pretty cool because students came up with the use of the metaphor of heroes and villains. So leaders might ask, "Tell me about, who are the heroes in your school day, who are the villains?" And one thing as I make sense of this, I think why that works for students is because what they hear is, tell me a story. As opposed to, "When are you most engaged," or "What part of the school day is most rigorous?" Students know that's for us, but tell me a story and then prove to me you're listening by asking really curious, thoughtful questions. So I don't know if I have any cautionary tales for you, but just keep thinking about, how would students ask each other's questions, or they talk to each other about school? Dr. Jon Eckert: Yeah. I think that's a super helpful idea and clear that you all listen to kids a lot, because I think we lose sight of that in academia. We lose sight of that in administration. One interesting thing, I had a conversation last year with Jon Hattie, he's from the Kiwi, from New ... But we were sitting and talking and he said, "Equity is a good example. Everybody, we care about equity. That's an important concept and that really matters. But kids don't think about equity, they think about fairness. So how do they talk about what's fair and how do you ask questions they understand?" I love the heroes and villains piece because that's thinking about things in the form of story, the way kids think about stuff. Because kids will all talk about teachers who are fair and who are not fair, they're not necessarily talking about those who are equitable and inequitable. But in their minds those are the same things. I'm sure philosophically you could find some nuances between them. But at the end of the day, what matters most for kids is what matters most for kids, and therefore, what matters most for educators. So I think that's a good reminder. Max Silverman: That square [inaudible 00:18:41]? So that Superintendent's' Network I mentioned that I facilitate in the Yakima Valley and Washington, we were at an elementary school getting ready to observe classrooms. We brought students in, and one of the questions is, "How do you know you matter at school," or "How would you know you matter?" A young girl, I think a fourth grader said, "Oh, that's easy. All those walls in the halls wouldn't be white and there would be rainbows at my eye level." Dr. Jon Eckert: Wow. Max Silverman: What happened was, the superintendents decided as they were walking around, they saw the school differently. They hypothesized the question, they asked the question of what they saw, who is this school for? The bulletin boards looked, they saw all these beautiful bulletin boards. Oh, a teacher made that for other teachers or for parents. And by bringing student voice in like that, it just changed- Dr. Jon Eckert: That's beautiful. Max Silverman: ... both their focus and their analysis. Dr. Jon Eckert: Oh, beautiful example. So I always like to ask before we wrap up ... You've been in education a long time. You're actually looking at the end of your time at CEL, and you have this time to look back. But I'm curious, best advice you've ever either given or received and worst advice you've either given or received. You can take it in whatever order you want. Max Silverman: Oh, that's a good question because I've given lots of bad advice, so we don't have to go there. Dr. Jon Eckert: So have I. Max Silverman: I think the best advice that I've most recently been given is by my colleague Casey Warden, who reminded me about moving at the speed of trust. Dr. Jon Eckert: Yeah, that's good. Max Silverman: I use that with central office leaders all the time now and you can just see their heads, the nods across a room. It just helps us all because we all have this sense of urgency. So moving at the speed of trust, it's tricky, but that's probably the best advice. I use that in my internal leadership itself and in my external work. I think some bad advice that I've given in my own leadership at times, when I have a sense of urgency and a sense of, there's certain things we have to get done, in and of itself that behavior is bad advice. I think when I ... and my colleagues will probably affirm this, those moments when I lose my curiosity about the ideas they have and fall back on either things like, "Oh, that's not how we do it," or "We've tried that in the past." So it's not necessarily bad advice, but it's very unleaderly behavior on my part that I really try to pay attention to now. Dr. Jon Eckert: No, that's good. That's helpful. All right, last two questions. What's a good book you've read in the last year that you would recommend? It can be education related or otherwise. I always find books to be ... I enjoy books so this may be a selfish question, but what would you say? Max Silverman: I think a book I'm just about done with, The Four Pivots by Sean Ginwright. It's The Four Pivots: Reimagining Justice, Reimagining Ourselves. It's a fabulous book about how to be transformational rather than transactional with ourselves and then in our work. Dr. Jon Eckert: Okay, that sounds like- Max Silverman: I highly recommend it, highly. Dr. Jon Eckert: Love it. I've not read it. I've got it written down though, so that's great. Max Silverman: Yeah, and Dr. Ginwright is a wonderful writer. Dr. Jon Eckert: That always helps. That always helps. Some people have great ideas, they just don't always know how to get them out there. So when they can do both, that's a gift. Last question, what makes you most hopeful as you wrap up your time at CEL? You already gave us, you've seen some hopeful things even in challenging contexts. But if you had to say, this is what makes me most hopeful, what would that be? Max Silverman: I think that I get to, because of the work I do with central office leaders around belonging and inclusion, I think there's a real, once we get beyond the ... and it's funny, we're talking on election day. It's easy to see partisan divide. Underneath that, it's hard to find somebody who doesn't want to make sure all kids have a sense of belonging. I find that across the country, across the political spectrum, it's hard to find people who in practice want to deny other people's humanity. The pessimistic side of it is, we all get them caught up in these policy and other debates that ultimately do that. But there are a lot, there's probably hundreds if not more spaces in the country today where educators are talking about very real issues of humanness and humanity for the people they serve. Again, I find that across geography, across district size, across partisan divides. Dr. Jon Eckert: What a great place to wrap that up. And I have to say, I appreciate your conversation because we started our time, before we jumped on officially, talking about Gonzaga absolutely dump trucking Baylor by 38 points last night. You did it in such a kind way. We broke down where some of the breakdowns were for Baylor, that was kind. And then the other piece ... and I fly to Vancouver tomorrow, so I get to go to Canada and try to explain whatever has happened in our election process. Max Silverman: Oh, good luck. Dr. Jon Eckert: So yes, I'm going to be seeking belonging and mattering in some good ways. Max Silverman: I think the Canadians are more nervous about what's going to happen than ... Dr. Jon Eckert: I was just in Toronto the week before this, and I would absolutely affirm that. But I wanted to say, one of the worst pieces of advice I received is that leadership is lonely. I find these kinds of conversations to be super helpful because leaders do make lonely decisions. But I think we have to stop that narrative that leadership is lonely because then nobody wants to step into it. Ultimately there are lonely decisions, there's no way around that. But by having colleagues and what you described with your experience with CEL ... how you got brought into it, and then for you to then step into that role and then provide that for leaders all across the country, that's a tremendous gift. So thanks for what you do. Max Silverman: Yeah, thanks for having me.  

In this episode of the Better Learning Podcast, host Kevin Stoller speaks with Dr. David Dumon, the superintendent of Altar Valley School District in Tucson, Arizona. Dr. Dumon shares his background, from his early school experiences and decision to go into education to his current role as a superintendent. They discuss the challenges and rewards of educational leadership, the importance of striving for academic excellence while maintaining a supportive environment for students and staff, and the innovative approaches Dr. Dumon has taken to address teacher shortages and community engagement. They also covers Dr. Dumon's career progression, the significance of morning routines, and the impact of external pressures such as school labeling on education.   Takeaways: The importance of being visible Providing teachers with the skills need to succeed Not everyone ends up in education the same way Community involvement strengthens the school culture There's more to a school than the labels   Dr. David Dumon serves as the superintendent of Altar Valley School District. He began his career in 1995 as a social studies teacher at Alhambra School District in Phoenix. In 2000, Dr. Dumon started his administrative career at Surprise Elementary, a K – 8 school, in Dysart Unified School District. He spent the next 14 years in Dysart, most of which was as the principal at Surprise Elementary. His school's achievements were recognized in 2012 when he was selected for the Arizona School Administrator, Distinguished Administrator Award – Elementary Division and honored as a finalist for the Rodel Exemplary Principal Award. As superintendent of Altar Valley, Dr. Dumon has focused on ensuring schools run efficiently and allocating resources appropriately, while always considering what is best for kids. Dr. Dumon is committed to maintaining small class sizes and offering free, full-day pre school and kindergarten. In 2022, Dr. Dumon was awarded the All Arizona Superintendent Award for Small Districts and completed his certification for American Association for School Administrators (AASA) National Superintendent Certification. Dr. Dumon is a three-time graduate of Arizona State University where he received his bachelor, master, and doctoral degrees. He lives in Tucson with his wife, daughter, and two dogs.   Follow David Dumon on Social Media: LinkedIn: https://www.linkedin.com/in/david-dumon-ed-d-3541209/ X: https://x.com/ddumon1     Soundbites: “What's one small thing someone can do to change their school?”       Episode 208 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.     For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/   Want to be a Guest Speaker? Request on our website

In this episode of AUHSD Future Talks, Superintendent Matsuda interviews Dr. John Malloy, Assistant Executive Director, Leadership Network, AASA, The School Superintendents Association. During the talk, Dr. Malloy discusses his journey, common challenges when implementing change within districts, developing student voice and agency, what districts are measuring, having a healthy skepticism, structures supporting teachers, AI and the future of education, and how to take care of ourselves.Dr. Malloy 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. He has an extensive background in education at all levels and is a fierce advocate for an equitable, accessible, quality public education. Dr. Malloy 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. Dr. Malloy 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 his passion and priority.

This edweb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.As we have all learned more about artificial intelligence (AI) over the past two years, school leaders continue to navigate pathways to leverage the opportunities AI offers as well as deal with the challenges AI can present. In this edWeb podcast, three superintendents share how they continue to lead the effective uses of AI within multiple school functions, including school operations, as well as in teaching and learning, while also dealing with the challenges that AI can present.Seven essential guidelines for leading AI in a school district setting are reviewed. The superintendent panel shares examples of how they are implementing each of those guidelines. Lessons learned along the way are also discussed.CoSN and AASA have created a number of free resources for effectively implementing AI in a school district setting. These free AI resources for educators will be highlighted during the edWeb podcast as well as the links to access them online.This edWeb podcast is of particular value to superintendents, K-12 school and district leaders, and aspiring school leaders.View all of the recent EmpowerED Superintendent edLeader Panels.ClassLinkClassLink'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.

This edWeb podcast is presented by CoSN and AASA and sponsored by ClassLink.The edLeader Panel recording can be accessed here.For the third year in a row, cybersecurity ranks as the number-one technology concern among school district leaders in CoSN's recent research. School leaders and staff today must all understand the nature of cyberattacks and know how to implement effective plans to both prevent and respond to cyberattacks if they occur.In this edWeb podcast, three leading-edge, innovative superintendents engage in an interactive conversation where they review the policies and practices they implement to effectively manage cybersecurity within their school systems. The superintendents also share how school leaders can adapt to the ever-evolving changes in cybersecurity, including such things as AI. Access to multiple free CoSN cybersecurity resources are shared and attendees will be invited to pose questions to the superintendent panel.This edWeb podcast is of particular value to superintendents, K-12 school and district leaders, and aspiring school leaders.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 week, Jeff celebrates the recent Cognia/AASA partnership aimed at improving educational leadership by having Dr. Mark Elgart of Cognia and Dr. David Schuler of AASA on the show. They discussed the importance of leadership within the community, building trust, and the necessity for continuous improvement. Mark and David also talk about new skill sets required for future leaders, the need for support systems that adapt to these evolving demands, and the significant role leaders play in shaping education. Throughout, Mark and David also discuss the power and potential of the organizations they lead working together.

Aasa Karta Jag Mua, ਆਸਾ ਕਰਤਾ ਜਗੁ ਮੁਆ (Sri Guru Granth Sahib Page 517 Sabad 1345)

Today our guest is Dr. Lillie Cox - Owner/Founder, WE Lead also the Executive Director of North Carolina Association for Supervision and Curriculum Development (NCASCD) and the Piedmont Triad Education Consortium (PTEC) We talk to Dr. Cox about how WE Lead supports women in educational leadership and how women can find their voice and develop a legacy as leaders in education. She shares about the need to have more women in leadership today and how she created WE Lead to help women in confidence & preparedness, career development, and wellness.   Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Learn more about the NEW Tier 3 Solution Attend our next live product preview Visit the CharacterStrong Website   WE LEAD was created by Dr. Lillie Cox to provide an opportunity for women in educational leadership to find support and growth on their professional journeys. For her work with female leaders and for the creation of WE LEAD, Dr. Cox has been awarded the AASA 2021 Dr. Effie H. Jones Humanitarian Award. Those recognized have a commitment to the advancement and mentorship of women and minorities in positions of leadership. Dr. Cox is currently the Executive Director of North Carolina Association for Supervision and Curriculum Development (NCASCD) and the Piedmont Triad Education Consortium (PTEC). She is a former district superintendent, central office administrator, elementary, middle and high school principal and teacher in North Carolina.

In this episode of School Business Insider, we explore the future of school technology and connectivity through the lens of the federal E-Rate program and other key EdTech policies. Our guests, Noelle Ellerson Ng, Associate Executive Director of Advocacy & Governance at AASA, and Jon Bernstein, President of Bernstein Strategy Group, provide in-depth insights into the vital role of E-Rate in supporting school connectivity and how recent legal challenges, including a 5th Circuit Court ruling, may impact its future. They also discuss the FCC's Learn Without Limits initiative, including efforts to provide Wi-Fi on school buses, and explore broader issues around student data privacy, including the recently passed Kids Online Safety and Privacy Act (KOSPA). Whether you're a school business official navigating technology funding or an advocate for education policy, this episode is packed with valuable information and strategies to ensure continued support for school connectivity.Resources:https://www.aasa.org/advocacy/blog/senate-passes-kids-online-safety-and-privacy-act-(kospa)https://www.aasa.org/advocacy/blog/aasa-joins-10-national-education-groups-in-response-to-privacy-legislationContact 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...

Imagine seeing teenagers not as a bundle of challenges but as a wellspring of untapped potential. That's exactly what our guest Ellen Galinsky, President of Families and Work Institute, invites you to do in this episode, through her book 'The Breakthrough Years: A New Scientific Framework for Raising Thriving Teens ' which challenges the negative cultural narratives about teenagers by presenting a new scientific framework that underscores teens' strengths and capabilities. Guiding us in understanding adolescent brain development, Ellen talks about the advantages of positive risk-taking, the role of executive function skills and offers a fresh perspective on adopting an approach to problem-solving that promotes autonomy. You'll also hear how to navigate the turbulent waters of social media. Curious about how you can make the most of your teen's toughest years? Tune in to learn some game-changing wisdom that could totally shift your perspective—and theirs!Listen and Learn:  Challenging the negative stereotypes of teenagers Insights from the "Breakthrough Years" study on teens' voices and development Why risk-taking in adolescence is crucial for growth How risk-seeking in teens fosters bravery and examples of how you can encourage positive risk-taking  Using autonomy-supportive caregiving to transform parenting and problem-solving with teens Why shifting from an adversity mindset to a possibilities mindset can transform your parenting How executive functioning—focus, working memory, reflection, and self-control—shapes success Finding a balance of autonomy and structure in social media use and how this can support healthy teen development Resources:  The Breakthrough Years: A New Scientific Framework for Raising Thriving Teens Ellen Galinsky: https://ellengalinsky.com/ The Great Rewiring of Our Lives: Have We Ruined Childhood Forever? https://iai.tv/video/the-great-rewiring-of-our-lives?time=420 Connect with Ellen on Social: https://www.facebook.com/ellen.galinsky/ https://twitter.com/ellengalinsky https://www.linkedin.com/in/ellen-galinsky-2512a95 About Ellen GalinskyEllen Galinsky is President of Families and Work Institute. She's conducted research on child-care, parent-professional relationship, parental development, work-family issues and youth voice. She also serves as senior science advisor to AASA, the School Superintendent Organization and as senior advisor to the Immediate Office of the Assistant Secretary of Youth Mental Health at the Administration for Children and Families, U.S. Department of Health and Human Services. Ellen is the author of the best-selling Mind in the Making, more than 100 books/reports and 300 articles. Other highlights include serving as a parent expert in the Mister Rogers Talks to Parents TV series; as child care expert on Dr. T. Berry Brazelton's TV series What Every Baby Knows; being the elected President of the National Association for the Education of Young Children (NAEYC); and being elected to the National Academy of Human Resources. In 2018, the Work and Family Researchers Network established the ongoing Ellen Galinsky Generative Researcher Award. She holds a Master of Science degree in child development and education from Bank Street College of Education and a Bachelor of Arts degree in child study from Vassar College. Related Episodes:  342. Youth Sports and Raising Athletes with Kirsten Jones 337. Puberty Is Awkward with Cara Natterson and Vanessa Kroll Bennett 332. Middle School Superpowers with Phyllis Fagell 324. Toxic Achievement Culture with Jennifer Wallace 319. Autonomy-Supportive Parenting with the AMAZING Emily Edlynn 317. Growing Up in Public with Devorah Heitner 304. The Emotional Lives of Teenagers with Lisa Damour 253. Free Range Kids with Lenore Skenazy 240. Talking to Kids and Teens with Big Feelings with Adele LaFrance (EFFT Part 1 of 2) Learn more about your ad choices. Visit megaphone.fm/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Imagine seeing teenagers not as a bundle of challenges but as a wellspring of untapped potential. That's exactly what our guest Ellen Galinsky, President of Families and Work Institute, invites you to do in this episode, through her book 'The Breakthrough Years: A New Scientific Framework for Raising Thriving Teens ' which challenges the negative cultural narratives about teenagers by presenting a new scientific framework that underscores teens' strengths and capabilities.  Guiding us in understanding adolescent brain development, Ellen talks about the advantages of positive risk-taking, the role of executive function skills and offers a fresh perspective on adopting an approach to problem-solving that promotes autonomy. You'll also hear how to navigate the turbulent waters of social media. Curious about how you can make the most of your teen's toughest years? Tune in to learn some game-changing wisdom that could totally shift your perspective—and theirs! Listen and Learn:  Challenging the negative stereotypes of teenagers Insights from the "Breakthrough Years" study on teens' voices and development Why risk-taking in adolescence is crucial for growth How risk-seeking in teens fosters bravery and examples of how you can encourage positive risk-taking  Using autonomy-supportive caregiving to transform parenting and problem-solving with teens Why shifting from an adversity mindset to a possibilities mindset can transform your parenting How executive functioning—focus, working memory, reflection, and self-control—shapes success Finding a balance of autonomy and structure in social media use and how this can support healthy teen development Resources:  The Breakthrough Years: A New Scientific Framework for Raising Thriving Teens Ellen Galinsky: https://ellengalinsky.com/ The Great Rewiring of Our Lives: Have We Ruined Childhood Forever? https://iai.tv/video/the-great-rewiring-of-our-lives?time=420 Connect with Ellen on Social: https://www.facebook.com/ellen.galinsky/ https://twitter.com/ellengalinsky https://www.linkedin.com/in/ellen-galinsky-2512a95 About Ellen Galinsky Ellen Galinsky is President of Families and Work Institute. She's conducted research on child-care, parent-professional relationship, parental development, work-family issues and youth voice. She also serves as senior science advisor to AASA, the School Superintendent Organization and as senior advisor to the Immediate Office of the Assistant Secretary of Youth Mental Health at the Administration for Children and Families, U.S. Department of Health and Human Services. Ellen is the author of the best-selling Mind in the Making, more than 100 books/reports and 300 articles.  Other highlights include serving as a parent expert in the Mister Rogers Talks to Parents TV series; as child care expert on Dr. T. Berry Brazelton's TV series What Every Baby Knows; being the elected President of the National Association for the Education of Young Children (NAEYC); and being elected to the National Academy of Human Resources. In 2018, the Work and Family Researchers Network established the ongoing Ellen Galinsky Generative Researcher Award. She holds a Master of Science degree in child development and education from Bank Street College of Education and a Bachelor of Arts degree in child study from Vassar College.  Related Episodes:  342. Youth Sports and Raising Athletes with Kirsten Jones 337. Puberty Is Awkward with Cara Natterson and Vanessa Kroll Bennett 332. Middle School Superpowers with Phyllis Fagell 324. Toxic Achievement Culture with Jennifer Wallace 319. Autonomy-Supportive Parenting with the AMAZING Emily Edlynn 317. Growing Up in Public with Devorah Heitner 304. The Emotional Lives of Teenagers with Lisa Damour 253. Free Range Kids with Lenore Skenazy 240. Talking to Kids and Teens with Big Feelings with Adele LaFrance (EFFT Part 1 of 2) Learn more about your ad choices. Visit megaphone.fm/adchoices

It is not productive to think negatively of our children's teenage years. Instead we need to find ways to embrace this time period and support the changes they're experiencing while giving them room to grow, learn, and fail with us.  But it seems like all the literature out there is designed to scare and dishearten parents as their children reach these later years. What should we be reading?  Thankfully, Ellen Galinsky decided it was time to share the positive side of parenting teenagers.  Ellen is President of Families and Work Institute, elected President of the Work and Family Researchers Network (WFRN), and senior research advisor to AASA, the School Superintendent Organization. Previous jobs include Chief Science Officer at the Bezos Family Foundation and faculty at Bank Street College. Her life's work revolves around identifying important societal questions, conducting research to seek answers, and turning the findings into action.  Her research is focused on work-life, children's development, youth voice, child-care, parent-professional relationship, and parental development. She's the author of the best-selling Mind in the Making and The Breakthrough Years. She's also authored 90 books/reports and 360 articles. Career highlights include serving as President of NAEYC, a fellow of the National Academy of Human Resources, a parent expert on the Mister Rogers Talks with Parents TV series, receiving a Distinguished Achievement Award from Vassar College and the 2022 Lifetime Achievement Award from WFRN. Listen as Ellen shares more about the research she's done and how we as parents can lean into the teenage years in such a way that provides our children with opportunities to practice autonomy and self-determination.  In this episode, we discuss:  What teens want most from us as parents. Ways to give teens autonomy support. What shared solutions are and how we can use them to help our teens build their executive function. The five basic needs teenagers have. Resources: Message 1 Understanding Adolescent Development -https://ellengalinsky.substack.com/p/understanding-adolescent-development Message 2 Talk With, Not At Teens -https://ellengalinsky.substack.com/p/talk-with-not-at-teens Listening is Where Love Begins -https://ellengalinsky.substack.com/p/listening-is-where-love-begins A Skill-Building Approach: Don't Hold the Leash Too Tight-https://ellengalinsky.substack.com/p/a-skill-building-approach-dont-hold Shared Solutions: An Autonomy Supportive Approach -https://ellengalinsky.substack.com/p/shared-solutions-an-autonomy-supportive Introducing a Possibilities Mindset -https://ellengalinsky.substack.com/p/introducing-a-possibilities-mindset Message 3 The Power of Positive Risk Taking -https://ellengalinsky.substack.com/p/the-power-of-positive-risk-taking Beyond Queen Bees, Wannabees, Masterminds, and Wingmen -https://ellengalinsky.substack.com/p/beyond-queen-bees-wanabees-masterminds Age Discrimination Hidden in Plain Sight -https://ellengalinsky.substack.com/p/age-discriminationhidden-in-plain Understanding Adolescent Development -https://ellengalinsky.substack.com/p/understanding-adolescent-development Questions:  What do teens most want from their parents? What are teenagers' 5 basic needs? What are shared solutions? How can these help our teens with executive function? How to support our kids with risk taking? Disclaimer: This podcast does not provide medical advice. The information on this podcast is for informational purposes only. No material on this site is intended to be a substitute for professional medical advice, diagnosis or treatment.  Learn more about your ad choices. Visit megaphone.fm/adchoices