Podcasts about Chicago Public Schools

Get ready to think biblically and critically this hour. We start by discussing a seismic victory for religious liberty coming out of the Chicago Public School system. We then talk with Dr. George Barna about his latest American Worldview Inventory report that reveals a significant shift in faith allegiance. Don’t miss this timely conversation.Become a Parshall Partner: http://moodyradio.org/donateto/inthemarket/partnersSee omnystudio.com/listener for privacy information.

Dr. Hermene Hartman, Chicago media pioneer and founder of N'Digo, joins Lisa Dent to discuss the Chicago Teachers Union which reelected Stacy Davis Gates as president, and Dr. Hartman shares what she might do if she were the superintendent of Chicago Public Schools.

Hillsdale College Radio General Manager and Radio Free Hillsdale Hour host Scot Bertram fills in for Jim on 3 Martini Lunch. Scot and Greg react to the breaking news of Joe Biden's advanced prostate cancer diagnosis and the new questions it raises about his administration's transparency, the painful recordings of Biden and Special Counsel Robert Hur, and shocking attendance failures in Chicago Public Schools that officials keep rewarding.First, they discuss the serious and sad revelation that former President Biden is battling prostate cancer that has metastasized to his bones. But this news also shines the spotlight even brighter on what Biden and his staff knew while he was president and whether they covered up this health crisis as well as his cognitive decline. And can we believe anything they tell us?Next, Scot and Greg examine the newly released audio from Biden's October 2023 interview with Special Counsel Robert Hur. The tapes directly contradict Democrats' spin and support Hur's conclusion that Biden was mentally diminished. Scot also stresses that the recent revelations in books and interviews are just a drop in the bucket and there are still many serious questions that linger. But the Biden team and the media have little incentive to answer them.Finally, they spotlight alarming data out of Chicago, where 25 percent of public school students missed at least 35 days of school last year. That's double the pre-pandemic absentee rate. But somehow graduation numbers continue to rise. Local school officials blame parents for no longer prioritizing in-person school attendance, but Scot and Greg know exactly who is responsible for creating that mindset.Please visit our great sponsors:If I needed to find a doctor quickly, Zocdoc is what I'd use. Stop putting off those doctor's appointments and head to https://zocdoc.com/3ML to find and instantly book a top-rated doctor today.It's free, online, and easy to start—no strings attached. Enroll in Understanding Capitalism with Hillsdale College. Visit https://hillsdale.edu/MartiniThis spring, get up to 50% off select plants at Fast Growing Trees with code MARTINI, plus an extra 15% off at checkout on your first purchase!  Visit https://fastgrowingtrees.com/Martini

Meet Charles Williams--education leader, author, podcaster, and more. Charles is an active Assistant Principal in Chicago Public Schools--and the founder of CW Consulting: learn-grow-lead. He is also the host of the Counter Narrative Podcast. Charles and I connected at the Illinois Principals Conference in Peoria, fall of '24--and here we are today, May 13th, 2025--LIVE on the #ELB podcast at 7:45 EST.Join us talking leadership, education, and Charles' journey! #SurviveThriveLearn more about Charles here: https://www.cwconsultingservice.com/m...This podcast is sponsored by IXL Personalized Learning. IXL is used by more than 1 million teachers each day. It is also the most widely used online learning and teaching platform for K-12. Learn more here: https://bit.ly/ELBIXL

May 7, 2025 City Club video

Chicago Way w/John Kass (05/05/25): This week, former CEO of the Chicago Public Schools (1995-2001) & candidate for mayor, Paul Vallas joins John Kass & Jeff Carlin with a look at how Governor JB ‘Master Oligarch of Illinois’ Pritzker is doing running the state and shares a stories about being brought before the him to […]

Ben Felton, Chief Talent Officer of Chicago Public Schools, joins Lisa Dent on the show to kick off Teacher Appreciation Week. Listen in while Ben discuss teaching position openings, what teachers need in the classroom to make their job less stressful, and more.

In this episode of the Trust Your Voice podcast, hosted by Sylvie Légère, the focus is on educational choice and the challenges faced by homeschooling families in Illinois due to the House Bill 2827. The show brings together Leslee Dirnberger and Aziza Butler, two leaders in the homeschooling community, to discuss the implications of this bill. Leslee and Aziza share their personal journeys in homeschooling and the benefits of individualized education for their neurodiverse children. The conversation emphasizes the flexibility, diversity, and tailored nature of homeschooling as opposed to traditional public schooling. The episode delves into the content of House Bill 2827, which mandates homeschooling families in Illinois to register with local school districts and submit curriculum reviews, sparking concerns about increased government oversight and limited parental choice. Utilizing SEO-focused keywords, the discussion highlights key issues such as government overreach, educational innovation, and the constitutional rights of parents. Aziza and Leslee articulate their viewpoints on how the bill might stifle educational innovation and infringe on parental rights, encouraging listeners to engage with legislators to voice opposition.  About the Guests: Leslee Dirnberger is the founder of Aspire Education, a consultancy dedicated to helping families create individualized education plans for their children. As a former homeschooler of four neurodiverse children who are now thriving, Leslee combines her personal experience with her professional expertise to support parents seeking alternative educational paths. Aziza Butler is a homeschool mom of six and the founder of We School Academy, a flexible schedule learning community based in Chicago. A former Chicago Public Schools teacher, Aziza is committed to removing barriers for families choosing to homeschool or privately educate their children. Her diverse teaching experience and passion for educational choice make her a leading advocate in her community. Resources: Aspire Education: Aspire Education US Illinois Christian Home Educator Association (organization engaged in the bill discussion) Illinois Homeschool Association (organization engaged in the bill discussion) Homeschool Legal Defense Association: A national organization providing updates on homeschooling legislation.

In this episode of School Safety Today by Raptor Technologies, host Dr. Amy Grosso sits down with Dr. Vincent Iturralde, Chief Operations Officer for North Chicago School District 187. Dr. Iturralde shares insights from his educational journey, emphasizing the need for schools to update emergency response protocols, strengthen communication systems, and prioritize collaboration over mere compliance to ensure the safety of students and staff. Through real-world examples, he illustrates the challenges of reunification efforts and underscores the critical role of proactive planning.KEY POINTS:Emergency management is more than drills and compliance—it is critical all stakeholders understand the why.Reunification planning is complex and must be practiced and continued to be refined.Emergency management is bigger than one person and collaboration is key to success.Our guest, Dr. Vincent Iturralde is the Chief Operations Officer for North Chicago School District 187 and oversees the district's operations, security, facilities, and school leadership. Dr. Iturralde has proven experience as an Educational Leadership Consultant, a Transformational Coordinator for North Chicago School District 187, a Leadership Coach for the University of Illinois Center for Urban Education Leadership, and a Part-Time Adjunct Professor at the University of Illinois Urbana/Champaign and Concordia University. Before these positions, Dr. Iturralde was the founding principal of the Tarkington School of Excellence in Chicago, IL. He has his Educational Doctorate and Master of Education from the University of Illinois in Chicago. He was an educator in the Chicago Public Schools system for 20 years as a teacher, technology coordinator and school improvement coordinator. In 2008, Dr. Iturralde became a Leadership Greater Chicago Fellow and, in 2009, received the Re-Generation Award for Excellence in Environmental Education from the U. S. Department of Green Building Council.

Lindsay Barnett founded Playground Productions after she spent close to a decade teaching second grade in a Chicago Public School in addition to manufacturing educational products. She gained national attention, as a semi-finalist on Live with Kelly and Ryan's Top Teacher Search. Now, she has curated a slate of IP in the children's space and collaborates directly with authors and writers to ensure that Playground's content will make families proud and kids love learning. Lindsay received her Bachelor of Science in Communications: Radio, Television, and Film as well as an Interactive Arts and Entertainment Module from Northwestern University. She then earned her Master of Science in Education in Elementary Teaching at Northwestern.

This is the full 4-13-2025 episode of the Labor Express Radio program. On the latest episode of Labor Express Radio, CTU members vote on a historic tentative agreement between the teachers' union and Chicago Public Schools.  CTU VP Jackson Potter discusses what was won in this TA.  Omar Lopez of Consejo de Defensa de Inmigrante discusses plans for May Day 2025 in Chicago.Labor Express Radio is Chicago's oldest labor news and current affairs radio program. News for working people, by working people. Labor Express Radio airs every Sunday at 8:00 PM on WLPN in Chicago, 105.5 FM. For more information, see our Facebook page...   laborexpress.organd our homepage on Archive.org at:http://www.archive.org/details/LaborExpressRadioLabor Express is a member of the Labor Radio / Podcast Network, Working People's Voices – Broadcasting Worldwide 24 Hours A Day. laborradionetwork.org  #laborradionetwork  #LaborRadioPod  #1u  #UnionStrong

Jackson Potter, Vice President of the Chicago Teachers Union, discusses the tentative agreement between the union and Chicago Public Schools management.  The outcome of the TA depends on the vote of the full membership this Thursday and Friday (April 10th and 11th).  Potter argues that if ratified, this will be by far the best contract ever negotiated by the CTU.  He discusses highlights of the TA, what it took to get here as well as the next steps for the union once a contract is signed.

The Chicago Teachers Union reaches tentative contract deal with Chicago Public Schools. Teen violence in Streeterville has alder calling for earlier curfew. Jewish students at DePaul sue the university over alleged antisemitic attack. Reset dives into these and other top local stories with ABC 7 News anchor Ravi Baichwal, WBEZ senior education editor Kate Grossman and Better Government Association president David Greising. For a full archive of Reset interviews, head over to wbez.org/reset.

Chicago Public Schools and the Chicago Teachers Union have been negotiating a contract for nearly a year. This week, a key CTU bargaining committee approved the tentative deal, bringing the teachers one step closer to a final contract. Reset hears what's in the contract – and how it impacts schools – from WBEZ education reporter Sarah Karp. For a full archive of Reset interviews, head over to wbez.org/reset.

Crain's politics reporter Justin Laurence talks with host Amy Guth about details of the tentative contract agreement between Chicago Public School and the Chicago Teachers Union.Plus: Discover ups CEO's pay as it looks to close Capital One deal, Lakeview property up for sale as senior housing to rentals conversion, SEC drops crypto trading case against Don Wilson's firm and Northwestern details progress in combating antisemitism on campus.

Chicago Public Schools and a suburban school district are under a civil rights investigation from the Department of Education. And the center of the investigation? School locker room policy. The investigation, announced last week, comes after politically conservative groups filed complaints about trans students being allowed to change in the locker room that lines up with their gender identities. The Trump Administration says it is investigating alleged violations of Title IX, while the Chicago and Deerfield school districts insist they are in accordance with Illinois law. Reset digs into what's at stake with Chicago Sun-Times reporter Violet Miller. For a full archive of Reset interviews, head over to wbez.org/reset.

This edWeb podcast is sponsored by the National Math Improvement Project. You can access the webinar recording here.Algebra I is a critical gateway to advanced mathematics and future academic success, yet systemic barriers continue to limit access and opportunity for many students, particularly those from historically underserved communities. Listen to this illuminating discussion with leaders from three of the nation's largest school districts who are pioneering innovative approaches to ensure all students can thrive in Algebra I.Drawing from a new case study examining successful district initiatives, this edWeb podcast brings together academic officers from Chicago Public Schools, Los Angeles Unified School District, and Miami-Dade County Public Schools who discuss how districts can transform Algebra I from a gatekeeper into a gateway of opportunity. Don't miss this chance to hear directly from district leaders about concrete strategies for:Creating multiple on-ramps to algebra successBuilding teacher content knowledge and instructional expertiseExpanding early access programs and acceleration pathwaysFostering positive math identity and student belongingUsing data to inform and improve algebra readiness effortsListen to this edWeb podcast about making Algebra I success achievable for all students. This edWeb podcast is of interest to middle and high school district leaders.National Math Improvement ProjectNMIP elevates best practices in support of academic outcomes, educator capacity, and math mindsets. 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 Regional Transit Authority, which oversees CTA, Metra, and Pace, put out an alarming forecast of service cuts if the state fails to close a $770 million budget gap for next year. Host Jacoby Cochran and executive producer Simone Alicea go through this “doomsday” scenario. They're also discussing the latest on negotiations between Chicago Public Schools and the teachers union, including a delayed budget amendment vote. Plus, they're sharing some of their favorites from our list of 1,000 things we love about Chicago. Want some more City Cast Chicago news? Then make sure to sign up for our Hey Chicago newsletter.  Follow us @citycastchicago You can also text us or leave a voicemail at: 773 780-0246 Learn more about the sponsors of this March 25 episode: Bookshop.org — Get 15% off your next order with code CITYCAST Become a member of City Cast Chicago. Interested in advertising with City Cast? Find more info HERE

What Do The Incredibles and Educators Have in Common? In our latest Better Learning Podcast episode, we dive into The Incredibles (2004) and uncover powerful insights for educators. Just like Mr. Incredible and Elastigirl face lawsuits that restrict their powers, teachers often feel held back by red tape and policies that limit their ability to innovate in the classroom. We explore how educators can break free from these constraints, unlocking their creativity, adaptability, and empathy to make a bigger impact. Plus, we break down fun film moments that mirror real-life school experiences.   Takeaways: Everyone wants to be special and normal at the same time Teachers aren't the only adults that can have an impact Everyone has their own superpowers Different is okay   About Mercedes Johnson: In 1995, Mercedes Ramirez Johnson narrowly survived a commercial airplane crash that killed 160 people, including her parents. She presents her proprietary Second Chance Living concept, an innovative mindset and approach with a proven track record, to organizations such as General Electric, ExxonMobil, Microsoft, NASA, Chevron, and the various branches of the US Armed Forces. Before becoming a speaker, Mercedes spent nearly a decade in high-level sales in the pharmaceutical and medical software industries. A record-breaking, multimillion dollar producer, she became the youngest female and sole Latino account executive at Cerner Corporation. She is an active leader in philanthropic organizations advocating for special needs children and children's health initiatives, notably for Make-A-Wish and The National MPS Society. Mercedes and her story have been the subject of considerable national and international media coverage.   About Katie Riley: Katie Riley's extensive career reflects a strong dedication to transforming education, particularly for students with diverse learning needs. With 25 years of experience in various educational settings, including public and private schools, and her work in parish schools, she has built a reputation as an educator passionate about making a difference for all students. Her journey began in the challenging but rewarding environments of Chicago Public Schools and Dallas Independent School Districts, where she was determined to improve educational outcomes for students with different learning styles. As her career progressed, her expertise expanded, and she took on leadership roles as an educational consultant and an administrator of high-impact schools in Dallas. Katie continues her deep commitment to innovation in education and a drive to advocate for students who may otherwise be overlooked. She is currently an educational consultant who works with schools and families to help ensure all students find an environment where they can be successful.     Connect with Mercedes Ramirez Johnson: Website: https://www.mercedesramirezjohnson.com/ LinkedIn: https://www.linkedin.com/in/mercedes-ramirez-johnson-5536234/ X: https://x.com/MRamirezJohnson     Connect with host, Kevin Stoller: LinkedIn: https://www.linkedin.com/in/kevinstoller/     Episode 223 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

Hackers stole information for more than 700,000 Chicago Public Schools students late last year, the district said Friday. While officials say sensitive information like social security numbers were not affected, host Jacoby Cochran and executive producer Simone Alicea discuss why the hack is so troubling. They also go over the results of Illinois' new flag poll, and we're hearing from listeners! Want some more City Cast Chicago news? Then make sure to sign up for our Hey Chicago newsletter.  Follow us @citycastchicago You can also text us or leave a voicemail at: 773 780-0246 Learn more about the sponsors of this March 11 episode: Paramount Theatre Become a member of City Cast Chicago. Interested in advertising with City Cast? Find more info HERE

This month we have 2020 MBA alumnus Anthony Wojtal, Budget Manager at Chicago Public Schools (CPS). Anthony leads the budget team for the country's third largest school district and after 12 years has a veteran's perspective to offer. CPS delivers a public good and, as such, must serve everyone in its district equally, without exclusion. For this reason, it's a fool's errand to compare them to private firms that make such choices to maximize profit. So, how does CPS focus its organization when they cannot choose the services they offer, or customers they serve? The answer, an endless pursuit of operational efficiency with the guidance of a strong mission. Listen in to hear how, year after year, CPS delivers more with less using the most common approach there is, efficiency.

Join Dr. Beth and Dr. Anna as they dive into the critical world of teacher preparation with special guests Hannah Putman, Director of Research and and Ron Noble, Chief of Teacher Preparation, at the National Council on Teacher Quality (NCTQ).  This illuminating conversation explores how quality clinical practice experiences directly impact teacher effectiveness and retention rates.  Our guests unpack NCTQ's mission to ensure every child has effective teachers and share practical insights from successful programs like Chicago Public Schools' Teach Chicago initiative. Discover how strategic mentor matching and demographically similar student teaching placements can set new teachers up for success, plus learn about NCTQ's resources for evaluating over 700 teacher preparation programs. Whether you're an aspiring teacher, education leader, or policy advocate, this episode offers valuable perspectives on strengthening the teacher pipeline through intentional clinical practice. National Council on Teacher Quality (NCTQ): www.nctq.org Hannah Putnam:  hputnam@nctq.org Ron Noble:  rnoble@nctq.org American Association for Employment in Education (AAEE):  www.aaee.org #TeacherPrep #ClinicalPractice #NCTQ #AAEE #NewTeachers #EducationPolicy #MentorTeachers #TeacherRetention

Schools have become sites of policing and surveillance that mirror the criminal legal system. To address this, we need to understand what our guest calls the “school-to-prison nexus,” the intersecting web of racist, carceral systems that criminalize our youth.We discuss the history of organizing against the school-to-prison pipeline and how the call for “Counselors Not Cops” needs an abolitionist framework to succeed. We also highlight important wins from decades-long fights like the recent vote to end the school resource office (SRO) program in Chicago Public Schools.Episode Guest:Erica Meiners is a writer, educator and organizer. Their recent books include For the Children? Protecting Innocence in a Carceral State, a co-edited anthology The Long Term: Resisting Life Sentences, Working Towards Freedom, and the co-authored *Feminist and the Sex Offender: Confronting Sexual Harm, Ending State Violence* as well as 2022's Abolition. Feminism. Now. Most importantly, Erica has collaboratively started and works alongside others in a range of ongoing mobilizations for liberation, particularly movements that involve access to free public education for all, including people during and after incarceration, and other queer abolitionist struggles. They are a member of Critical Resistance, the Illinois Death in Custody Project, the Prison+Neighborhood Arts and Education Project, and the Education for Liberation Network. Erica is also a sci-fi fan, an avid runner, and a lover of bees and cats.Episode Notes:Transcript: upendmovement.org/podcast/episode-205/Support the work of upEND: upendmovement.org/donateTo understand the difference between reforms and abolitionist steps to end family policing, explore our framework tool at upendmovement.org/frameworkWe mention the Repeal CAPTA episode of The upEND Podcast. Learn more about the efforts to repeal the Child Abuse Prevention and Treatment Act at repealcapta.orgErica encourages people to check out the work of organizations like Critical Resistance, Dream Defenders, Movement for Family Power, and the blog Black on Both Sides.

Claire de Mézerville López welcomes Ivelisse Cotto to the Restorative Works! Podcast. Ivelisse joins us to discuss the challenges teachers face when implementing restorative practices, especially when many have never been taught to tap into their own emotions or build crucial relationships with students. She discusses the importance of offering teachers the same space and support to develop these skills, just as students are given the opportunity to learn and grow through restorative circles. She highlights the growing issue of teacher burnout and initiative fatigue, stressing the need for more consistent and meaningful professional development in restorative practices. Ivelisse shares her perspective on integrating restorative practices into everyday classroom content, where teachers build connections with students while still focusing on the curriculum.  Ivelisse is a dedicated educator who has spent the past 14 years working to make a difference in the Chicago Public School system. Starting her career as a high school Spanish and ESL teacher, she later transitioned to the role of Bilingual Program Coordinator before becoming a Dean of Discipline and transitioning to a middle school. Ivelisse earned her bachelor's in Secondary Education/Spanish with an endorsement in ESL and, in 2024, she earned her Master of Science in Restorative Practices from the IIRP Graduate School. Tune in to hear more from Ivelisse and gain practical insights on making restorative practices a lasting and effective part of your school environment.

Chicago Public School gym teacher sentenced to 17 years for sexually assaulting three students, and more.

Chicago Public School gym teacher sentenced to 17 years for sexually assaulting three students, and more.

Chicago Public School gym teacher sentenced to 17 years for sexually assaulting three students, and more.

Big Shoulders Soul System kicks off the new year with an eclectic mix of Northern Soul, crossover, and electronic dance.Host Rich Marafioti hands the wheel to Chicago's DJ PK of Dive Bar Disco fame. Between a sizzling set guaranteed to heat up a Midwest winter, PK reminisces on the Chicago dance scene and shares his passion for teaching Chicago Public School students how to mix it up on the decks.Join us on a journey from Motown to House, with a few unexpected stops along the way.For more info and tracklisting, visit: https://thefaceradio.com/big-shoulders-soul-system/Tune into new broadcasts of Big Shoulders Soul System the Third Tuesday from 6 - 8 PM EST / 11 PM - 1 AM GMT, (Wednesday)//Dig this show? Please consider supporting The Face Radio: http://support.thefaceradio.com Support The Face Radio with PatreonSupport this show http://supporter.acast.com/thefaceradio. Join the family at https://plus.acast.com/s/thefaceradio. Hosted on Acast. See acast.com/privacy for more information.

Ellen Rosenfeld, Elected Chicago Board of Education Member of District 4, chats with Lisa Dent as one of the first newly sworn in members of the Chicago Board of Education. Being involved with Chicago Public Schools for years, she says she is thrilled to take on the challenges in the face of budget concerns and […]

389: Ryan with the flu sits down to talk about the lack of snow days, finals week, the final push from students in the new school, and some of the Inspector General's findings with Chicago Public Schools that are... not surprising... Patreon: www.patreon.com/classroombrew Instagram: www.instagram.com/classroombrew

Claire de Mézerville López welcomes Jadine Chou to the Restorative Works! Podcast. Jadine joins us to discuss the importance of relationships in defining safety in schools. From morning greetings by security staff to hallway interactions with teachers, she explains how simple, consistent actions build trust and make students feel valued. Through proactive measures like these, Chicago Public Schools has significantly reduced incidents of misconduct and disciplinary actions. Jadine describes how restorative practices have shaped safety and discipline methods, including the use of peace rooms and structured conversations to resolve conflicts and restore harm. She emphasizes the importance of proper training for facilitators and the need for a culture shift from punitive approaches to solutions based in restorative practices. Claire and Jadine also discuss the critical role of self-regulation for adults working with students. Jadine shares compelling stories of students and staff navigating tense situations and underscores the importance of calm and empathy in fostering safe, supportive environments. As Chief of Safety and Security with Chicago Public Schools, Jadine oversees the safety operations for more than 380,000 students in more than 640 schools and is responsible for supporting school administrators in their efforts to provide a safe and welcoming learning environment for all students and staff. Under Jadine's leadership, the CPS Office of Safety and Security helps district schools plan and implement proactive practices to encourage calmer school climates and positive student behaviors. These efforts ultimately result in significantly fewer incidents of misconduct, out-of-school suspensions, expulsions, and police notifications.  Prior to joining CPS, Jadine worked for the Chicago Housing Authority, where she was responsible for overseeing all aspects of the agency's operations, including safety and security, for over 18,000 traditional public housing units across the city. Jadine holds a bachelor's degree in chemical engineering from Northwestern University and a Master of Business Administration from the University of Chicago Booth School of Business. Tune in to discover how Chicago Public Schools is leading the way in rethinking school safety.

Steve Grzanich has the business news of the day with the Wintrust Business Minute. The Civic Federation of Chicago, the local budget watchdog, is warning that finances are so bad in Chicago Public Schools, that the State of Illinois may need to take control of the school system.  The organization says the CPS budget is […]

Nearly 300 new laws are now in effect in Illinois in 2025. Chicago Public Schools parents are under the microscope after a damning report from the district's inspector general. Meanwhile, former Illinois House speaker Michael Madigan spoke candidly about his life and work for the first time in years during his federal corruption trial. Reset discusses those stories and much more with Chicago Sun-Times education reporter Nader Issa, WTTW political correspondent Amanda Vinicky and ABC7 News anchor Ravi Baichwal. For a full archive of Reset interviews, head over to wbez.org/reset.

After eight months of contentious talks that cost CEO Pedro Martinez his job, Chicago Public Schools teacher contract negotiations are entering a decisive phase. Chalkbeat Chicago's Becky Vevea explains. Host - Jon HansenReporter - Becky VeveaRead More Here Want to donate to our non-profit newsroom? CLICK HEREWho we areBlock Club Chicago is a 501(c)(3) nonprofit news organization dedicated to delivering reliable, relevant and nonpartisan coverage of Chicago's diverse neighborhoods. We believe all neighborhoods deserve to be covered in a meaningful way.We amplify positive stories, cover development and local school council meetings and serve as watchdogs in neighborhoods often ostracized by traditional news media.Ground-level coverageOur neighborhood-based reporters don't parachute in once to cover a story. They are in the neighborhoods they cover every day building relationships over time with neighbors. We believe this ground-level approach not only builds community but leads to a more accurate portrayal of a neighborhood.Stories that matter to you — every daySince our launch five years ago, we've published more than 25,000 stories from the neighborhoods, covered hundreds of community meetings and send daily and neighborhood newsletters to more than 130,000 Chicagoans. We've built this loyalty by proving to folks we are not only covering their neighborhoods, we are a part of them. Some of us have internalized the national media's narrative of a broken Chicago. We aim to change that by celebrating our neighborhoods and chronicling the resilience of the people who fight every day to make Chicago a better place for all.

Episode Notes: -Thomas has had a wealth of experience teaching middle school and high school. Then he went to graduate school at the University of Chicago. He worked with Benjamin Bloom. He has had the amazing opportunity to learn from such remarkable minds as this.  -We have to give credit to those brilliant people who came before us. Tom worked with Chicago Public School as a Curriculum Evaluator and the Director of Research and Development. Then he moved into a university position at the University of Kentucky. -He realized he had not taught at the elementary level, so he took a leave from the university and went to go live that experience in her second grade classroom. It has had a profound influence on his work ever since.  -2024 Learning Forward Conference - Evaluating Professional Learning Experiences.  -Donald Kirkpatrick - Evaluating Programs in Business and Industry - 4 Levels of Learning Evaluation for Professional Learning in Business Industry Participants reaction Participants learning How it impacted practice How did it improve productivity? -Built off this model with a fifth level- All levels are important, but yet, all are different. -Organizational support and change - what is necessary to gain a high level of implementation? -Active ongoing sustained support from building leaders. -When you plan instructional learning, you have to start at level 5 - look at the evidence we have on student learning and find what improvements we want to make there.  -Begin with the end in mind - Covey -If you plan well, evaluation takes care of itself. -We need to recognize that there has never been significant improvement in education on any measure, in any level, in the absence of significant professional learning experiences offered to the educators you have involved. Not all professional learning is effective. But there has never been improvement with the absence of it.  -Need Surveys - Needs versus symptoms - analyze the situation well to address the true needs as opposed to symptoms. -If you manage learning well, you do not have to worry about managing your learners.  -What evidence do educators most want to gauge their effectiveness as educators? -Teacher Observation: Please don't watch me, watch my kids.  -Common Formative Assessment  -Bottom line - if my students didn't get it, it did not work, no matter how the educator ‘felt' the lesson went. -Whether or not it works is not defined by what we do, it is defined by what our students are able to do.  What can I do differently? What else can I try? -Teachers are the most dedicated professionals that I know, across all professions. They are dedicated to making a positive influence on their students.  -Ralph Tyler - Before you can teach anyone anything there are two fundamental decisions to make. What do you want them to know and be able to do? And you must decide what evidence you accept to verify they learned it.  -Success is tied more to motivation than anything else. -Students persist at activities in which they can find success. (Think kids with video games). -It has everything to do with success.  Every time they play that video game. They have a chance to improve their score. They had another opportunity for success. They can be successful by following this process. If you show kids they can be successful, they will be. You have to build it in, really early. Build that success into everything we do! We all want success. -How fast can you see results from a  new approach, curriculum, or program? -Two weeks! If we do not see results in two weeks then teachers will be reluctant to continue and likely go back to what they know as tried or true from before. What can we see in two weeks? -Coaches hold the key to give these individual educators exactly what they want to be successful with their students.  -Experience shapes attitudes and beliefs, changing the experience. There are direct relations between changes in student learning and the shifts in attitudes and beliefs of students. Show kids they can be successful learners, and they will believe in themselves that they are effective in the learning process. The same holds true in parents.  -Remember the Titans movie Connect with Thomas: -tguskey.com -Learning Forward -Education Week- regular blog -guskey@uky.edu -Twitter/x tguskey@gmail.com -Phone number on his website

Chicago Public Schools start off the new year with more controversy as the teachers union accuses CEO Pedro Martinez of being responsible for stalled contract negotiations, a claim he disputes. “In fact, it's just the opposite,” he says. So, what's next? And could there be a strike? Reset gets the latest from Chalkbeat Chicago reporter Reema Amin. For a full archive of Reset interviews, head over to wbez.org/reset.

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.  

Chicago Public Schools has an interesting 2025 ahead. CPS CEO Pedro Martinez has been fired. A new hybrid school board will take office in two weeks. And the district is still without a teachers union contract. Host Jacoby Cochran and executive producer Simone Alicea break down the latest developments. Plus, will the city get a new stadium (or two…or three…or four…)? And we've got good news we're watching in 2025. Good News: Starting at 9 a.m. Friday, click here and follow the steps on the Instagram post to enter to win a Year's Worth of City Cast Chicago's Favorite Restaurants. Want some more City Cast Chicago news? Then make sure to sign up for our Hey Chicago newsletter.  Follow us @citycastchicago You can also text us or leave a voicemail at: 773 780-0246 Become a member of City Cast Chicago.

Dick Simpson, former Chicago independent Alderman, joins Steve Dale, in for Lisa Dent, to share his perspective on what's happening right now in Chicago. Listen in while Simpson discusses the latest details pertaining to Mayor Johnson and Chicago Public Schools.

How do you train under-represented leaders so they have the skills, experiences and relationships to truly move up in their careers? Read about The Surge Institute's 12-month program that is truly making an impact!In this episode of Associations Thrive, host Joanna Pineda interviews Ulric Shannon, ED of the Surge Institute. Ulric discusses:How the Surge Institute was created to elevate leaders of color and create transformative change in the K-12 schools in Chicago Public Schools.The Surge Fellowship Program, a 12-month program targeting education and youth-serving professionals. How Surge Fellowship participants learn through courses on negotiation, communication, project management, and leadership, while engaging with historical and cultural studies (e.g., readings from Martin Luther King Jr.).The Power Surge Program, a shorter version of the regular Fellowship Program; Power Surge is designed for leadership roles like superintendents and chief equity officers.The Black Principals Network, a program that supports Black principals across the country through free virtual programs and the Leadership Collaborative fellowship.How the Surge Institute's events are both celebratory and strategic, fostering alumni engagement and collective learning.References:The Surge Institute WebsiteThe Surge Institute's ProgamsMusic from #Uppbeat (free for Creators!):https://uppbeat.io/t/tobias-voigt/nexusLicense code: M2POPMBVFCE0RIPZ

This December, we're celebrating the season with some of the best episodes of School Counseling Simplified! Today, we're revisiting an insightful conversation with Joyce Harduvel, a licensed clinical social worker and certified school social work specialist. Joyce brings her wealth of experience from working with students of all ages in Chicago Public Schools to share practical trauma-informed practices for school counselors. She discusses how trauma impacts students' ability to learn, provides strategies for addressing pushback from teachers and parents, and offers actionable advice for supporting students who have experienced trauma in meaningful ways. Some topics covered in this episode are: Joyce's background as a school social worker and her work in Chicago Public Schools. Examples of how childhood trauma may present in students and effective ways to respond. Strategies for addressing resistance from teachers and parents. Understanding how trauma affects a student's ability to learn and ways to provide support. Be sure to listen for practical tips and check the show notes for additional resources to help you support your students.    Resources mentioned: Join my school counselor membership IMPACT here! Grab the counselor curriculum map freebie here! If you are enjoying School Counseling Simplified please follow and leave us a review on Apple Podcasts! Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest  Youtube More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!

As Morehead-Cain celebrates 50 years of the Summer Enrichment Program, we asked scholars to share a few of their highlights from the past year. This episode is hosted by Allyson Horst '27 of the Scholar Media Team. First up, we hear from Sahil Kapadia '28 about his Outdoor Leadership expedition trekking around Lake Superior, followed by Carolina Hoyt '28 and her expedition in the Talkeetna Mountains of Alaska. Next, Amanda Jesuca '27 shares about making surprising connections during her Civic Collaboration summer working at Policy Bridge in Cleveland, Ohio. Charles Konkolics '26 and Stella Smolowitz '26 take us to snow-capped mountains in New Zealand on their Global Perspective, where they stumble upon some unexpected creatures along the way. Finally, we hear about the Professional Experience summer from Owen Gast '25, who worked at Chicago Public Schools, and Jake Rose '26, who designed 3D-printed prosthetics in Salt Lake City, Utah. You can hear more stories like these in Morehead-Cain's forthcoming Year in Review, releasing later this December.Music creditsThe episode's intro song is by scholar Scott Hallyburton '22, guitarist of the band South of the Soul.How to listenOn your mobile device, you can listen and subscribe to Catalyze on Apple Podcasts or Spotify. For any other podcast app, you can find the show using our RSS feed. You can let us know what you thought of the episode by finding us on social media @moreheadcain or you can email us at communications@moreheadcain.org. 

Sun-Times City Hall reporter Fran Spielman is joined by colleagues and investigative reporters Tim Novak and Robert Herguth to discuss the tumultuous year in Chicago politics under Mayor Brandon Johnson. They delve into various controversies, including the failed referendum on homelessness, the resignation of the Board of Education, and the mismanagement within the mayor's office. The conversation also touches on Chicago Public Schools' challenges, the uncertain future of Chicago's professional sports teams, and the potential political shifts with upcoming elections. The episode concludes with speculations on the impact of Donald Trump's policies on Chicago and the city's future political landscape.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

  0:00 - Left praising Biden for committing not to pardon Hunter…the great contrast from Trump   15:03 - The Left spins Hunter Pardon   32:06 - Mass shooting on SW Side   50:26 - Hochul: if someone is here illegally and commits a crime, I'll be the first one to call ICE   01:02:28 - In Depth History w/ Frank From Arlington Heights   01:05:44 - Anitra Parmele, on-air fundraiser for Food for the Poor, joins Dan & Amy this Giving Tuesday with an opportunity to be part of the solution. To give to Food for the Poor call 844-862-4673 or visit 560theAnswer.com/FoodForThePoor   01:21:47 - Swedeborg, Missouri   01:25:55 - President at Wirepoints, Ted Dabrowski: Only half of Chicago Public Schools' $10 billion in yearly spending makes it to the classroom. Get Ted's latest at wirepoints.org   01:39:26 - Colorado State volleyball   01:52:26 - Zaid Jilani, journalist and communications consultant based in Atlanta, wonders Will Trump be a friend to workers? Zaid is a great follow on X @ZaidJilani  See omnystudio.com/listener for privacy information.

Notes and Links to Rus Bradburd's Work        Rus Bradburd's latest book is the satirical novel, “Big Time.”  Rus attended Chicago Public Schools for eleven years before graduating from North Park College. After coaching basketball for fourteen seasons at UTEP and New Mexico State University, he left the game to study with Robert Boswell and Antonya Nelson—and pursue a life in writing. His five books focus on the intersections of sport, social progress, politics, and race. Rus has remained connected to the game through his acclaimed Basketball in the Barrio summer program in El Paso, as well as serving as NMSU's television “color analyst.”  He was awarded a Fulbright fellowship to return to Ireland to work on his next book about refugees in Belfast, “Almost Like Belonging.” An accomplished fiddle player, he lives in Chicago, Belfast, and New Mexico. Buy Big Time   Rus Bradburd's Website At about 2:00, Rus gives background on his fiddle playing and his time as color commentator for New México State University  At about 3:40, Rus talks about Big Time as his first work of fiction, as well as its nice timing, and he details how he worked on the book for many years At about 5:40, Rus outlines some of the book's exposition and plot, and talks about the current Colorado Football connections At about 6:40, Rus talks about Univ of Chicago's 1939 dropping of football and other stimuli for the book's genesis, including Rick Russo's work, and Dave Meggyesy's book  At about 8:40, Rus talks about satire and fiction and ideas of how fiction often gets at truth so well At about 10:00, Rus gives more background on committee workloads and how the proliferation of committees and on particular example worked their ways into his book  At about 12:25, Rus talks about normalization of budget imbalance in universities  At about 13:30, Pete and Rus discuss the book's epigraph, and Ruis talks about how the book satirizes college athletics, while he's “knee-deep” in sports still At about 15:30, Pete details a compare and contrast lesson that he teaches  At about 17:00, Rus responds to Pete's question about the book's opening and main characters Mooney and Braverman, history professors, working concessions at football games  At about 18:40, Rus gives background on “pop poet” Layla, and the ways in which she and the two history professors work together; Rus connects today's conversations around student protests and protests in the book At about 20:30, Rus talks about the downfall of the Coors State English Department in the book At about 22:00, Rus cites the Missouri Football protest in fodder for a similar situation in his book At about 23:00, Rus speaks about rich owners often asking taxpayers to finance big building projects  At about 24:20, Pete asks Rus about any inspirations for Layla, and he expands upon how the character evolved in his writing At about 27:50, Pete charts the roles and importance of some characters in the book At about 28:35, Rus discusses the financial costs and gains of big sport universities, and argues that the sporting program is taking away from education and educators At about 33:00, Rus talks about a flawed system that puts so much work and so little compensation for adjunct instructors and showcases much hypocrisy At about 35:00, Pete points out links between Braverman and Mooney's activism and civil rights movements, and Rus connects to the push and pull that governs his own thoughts with regards to activism  At about 38:00, Rus talks about how the book's events are in many ways reminiscent of fractures on the political Left At about 40:25, Pete and Rus talk about NlL and how it relates to topics covered n the book, and whether/how NIL affected Rus' writing  At about 44:00, Rus cites Dagoberto Gilb as an example of a writer who is successful while not being preachy, and how through satire, one can be a “little more message-heavy” At about 45:50, Rus responds to Pete's questions about satire and hyperbole and highlights how his writing the book made him love his characters  At about 48:45, Pete asks Rus about doing dystopia in The Age of Trump, and Rus cites David Shields and a tantalizing book idea that is now obsolete  At about 51:10, Pete wonders about Rus' thoughts on the frenzied rise of legalized sports gambling, and Rus talks about further normalization of formerly-”sacreligious” things like beer sales at college games At about 53:20, Rus cites Billy Lynn's Long Halftime Walk as an influence on his book and talks about using a real beer company's name At about 54:45, Pete compliments Rus' use of stream of consciousness  At about 56:30, Rus shares out information on readings and book events coming up, including one with Beto O'Rourke, and contact and book buying information You can now subscribe to the podcast on Apple Podcasts, and leave me a five-star review. You can also ask for the podcast by name using Alexa, and find the pod on Stitcher, Spotify, and on Amazon Music. Follow me on IG, where I'm @chillsatwillpodcast, or on Twitter, where I'm @chillsatwillpo1. You can watch this and other episodes on YouTube-watch and subscribe to The Chills at Will Podcast Channel. Please subscribe to both my YouTube Channel and my podcast while you're checking out this episode.       I am very excited to have one or two podcast episodes per month featured on the website of Chicago Review of Books. The audio will be posted, along with a written interview culled from the audio. A big thanks to Rachel León and Michael Welch at Chicago Review.     Sign up now for The Chills at Will Podcast Patreon: it can be found at patreon.com/chillsatwillpodcastpeterriehl      Check out the page that describes the benefits of a Patreon membership, including cool swag and bonus episodes. Thanks in advance for supporting my one-man show, my DIY podcast and my extensive reading, research, editing, and promoting to keep this independent podcast pumping out high-quality content! This month's Patreon bonus episode features segments from conversations with Jeff Pearlman, Matt Bell, F. Douglas Brown, Jorge Lacera, Jean Guererro, Rachel Yoder, and more, as they reflect on chill-inducing writers who have inspired their own work. I have added a $1 a month tier for “Well-Wishers” and Cheerleaders of the Show.    This is a passion project of mine, a DIY operation, and I'd love for your help in promoting what I'm convinced is a unique and spirited look at an often-ignored art form.    The intro song for The Chills at Will Podcast is “Wind Down” (Instrumental Version), and the other song played on this episode was “Hoops” (Instrumental)” by Matt Weidauer, and both songs are used through ArchesAudio.com.     Please tune in for Episode 263 with Fernanda Trías, award-winning author of three novels and the short story collection No soñarás flores; awarded the National Uruguayan Literary Prize, The Critics' Choice Award Bartolomé Hidalgo, and Sor Juana Inés de la Cruz International Prize in Mexico for Pink Slime/Mugre Rosa. The episode goes live on November 26. Lastly, please go to ceasefiretoday.com, which features 10+ actions to help bring about Ceasefire in Gaza.  

Karla Kirkling, executive director of healthcare and benefits at Chicago Public Schools shares how she used data, facts, and common sense to create one of the best single-vendor K-12 403(b) in the country. It is plan that will save employees tens of thousands of dollars in fees over the lifetime of their careers.    City of Chicago 403(b)/457(b) Plan 403bwise Grade of City of Chicago Plan Learned by Being Burned - Short pod series about how teachers got burned then got wise to the 403(b) Meridian Wealth Management 403bwise.org Nothing presented or discussed is to be construed as investment or tax advice. This can be secured from a vetted Certified Financial Planner (CFP®). 

In this episode of Leader Chat, Jeff speaks with Dr. Pedro Martinez, CEO of Chicago Public Schools, on his journey from immigrant student to educational leader. They discuss the importance of integrity, empathy, strategic leadership, and the impact of building trust and stability in school districts amidst challenges.

Language evaluations are challenging enough; but when we're evaluating multilingual and bilingual students, they become even more complex. When clinicians ask me about language evaluations, the questions are typically:What tools/protocols can I use? Who can I go to for help? How can I advocate for change if current policies don't support best practices?That's why I invited Prabhu Eswaran and Puja Goel to episode 186 of De Facto Leaders to help answer some of these questions as they relate to multilingual learners.  Prabhu Eswaran is an ASHA certified school-based speech-language pathologist in Los Angeles, California. His areas of interests include child language disorders, communication disorders in culturally and linguistically diverse populations and technology in special education. He is now serving in the advisory board of MCCG SAC-ASHA's Executive Board. Puja Goel, MA, CCC-SLP, PNAP, (she/her/hers) is a multilingual school-based speech language pathologist (SLP) who has worked for the Chicago Public Schools and currently works in New Mexico as a supervising SLP. Puja recently completed her administrative licensure in the state of NM which allows her to work as an administrator in schools. Puja is a member of ASHA, CASE and appointed to NAP. She completed the American Speech-Language-Hearing Association's Leadership Development Program and Minority Student Leadership Program and served on the Multicultural Issues Board. Puja is a first-generation South Asian born in the United States. Puja can be contacted via email: pujagoel2020@gmail.com.In this episode, we discuss:✅What to do when standardized assessments aren't normed in a student's language. ✅Making a case for non-standardized data when standard scores don't provide quality information.✅Service planning for multilingual students and recommended resources✅Getting started with advocacy at the state and national level. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

A majority of the city's aldermen are calling for a hearing into Mayor Brandon Johnson's handling of the Chicago School Board and Chicago Public Schools after the school board's members resigned en masse Friday.Host - Jon HansenReporter - Quinn MyersRead More Here Want to donate to our non-profit newsroom? CLICK HEREWho we areBlock Club Chicago is a 501(c)(3) nonprofit news organization dedicated to delivering reliable, relevant and nonpartisan coverage of Chicago's diverse neighborhoods. We believe all neighborhoods deserve to be covered in a meaningful way.We amplify positive stories, cover development and local school council meetings and serve as watchdogs in neighborhoods often ostracized by traditional news media.Ground-level coverageOur neighborhood-based reporters don't parachute in once to cover a story. They are in the neighborhoods they cover every day building relationships over time with neighbors. We believe this ground-level approach not only builds community but leads to a more accurate portrayal of a neighborhood.Stories that matter to you — every daySince our launch five years ago, we've published more than 25,000 stories from the neighborhoods, covered hundreds of community meetings and send daily and neighborhood newsletters to more than 130,000 Chicagoans. We've built this loyalty by proving to folks we are not only covering their neighborhoods, we are a part of them. Some of us have internalized the national media's narrative of a broken Chicago. We aim to change that by celebrating our neighborhoods and chronicling the resilience of the people who fight every day to make Chicago a better place for all.

The Chicago Teachers Union took a no confidence vote in Pedro Martinez, the CEO of CPS, citing concern that the district might be considering closing or consolidating schools – which Martinez vehemently denies. And four sources tell the Chicago Sun-Times that Chicago's mayor is now asking Martinez to resign. Reset gets the latest on how this could affect the district finances, and the school year ahead with education reporters Sarah Karp of WBEZ and Nader Issa of the Chicago Sun-Times. For a full archive of Reset interviews, head over to wbez.org/reset.