Podcasts about curricular

Welcome back to another episode of School Counseling Simplified! This month, I'm excited to bring you guest sessions with experts, and today's episode is a special one. I have with me Kriya Lendzion, a school counselor turned prevention specialist who focuses on addiction prevention. Originally inspired by her personal journey through teen addiction, Kriya Lendzion is fiercely dedicated to helping educators prevent and intervene early in students' addictive and self-destructive behaviors. She combines her 23 years as a School Counselor with additional expertise as a Licensed Clinical Addiction Specialist, Certified Prevention Specialist, and Adolescent Therapist, providing schools across the globe with drug and alcohol education, professional development, curriculum, and consultation. Kriya splits her time between beautiful Asheville, North Carolina and Glastonbury, Connecticut. We're diving into how you can “addiction-proof” your students, covering everything from vaping to screens. Kriya's work is rooted in both experience and expertise—she's a former school counselor who has worked with diverse age groups, an addiction clinician, and now, a prevention specialist dedicated to helping schools implement effective drug education and early intervention strategies. Why Prevention Matters Students are constantly receiving messages that counteract what we teach about addiction. From social media to peer influence, they're often told that addiction is harmless. Our job as educators and counselors is to speak louder, more often, and in ways that truly reach them. Kriya outlines five key categories that help schools establish effective addiction prevention programs: 1. Research-Based Information (Science-Based Education) Information needs to be accurate, research-backed, and tailored to students' values and realities. Present information in a non-judgmental way—empowering students with knowledge and choice builds respect. Use passive reinforcement strategies like bulletin boards, signs, and classroom posters to keep prevention messaging visible. 2. Collaboration to Delay Substance Use Work across departments to help students delay substance use as long as possible. Curricular infusion: Integrate drug education into multiple subjects, making it a part of every student's learning. Foster school connectedness so that every student feels seen, valued, and supported. Provide parent and family resources so that parents have the right knowledge to engage in open, informed conversations with their children. Involve administration and peer-led programs to create a whole-school prevention culture. 3. Teaching Resistance Skills Equip students with practical tools to say no to addiction before they face pressure. Weave prevention programming into classes and school activities. Use media and storytelling to make lessons relatable. Start early with age-appropriate discussions—even in kindergarten. Instill strong values and goals that help students make healthier choices. Encourage collaboration among teachers, counselors, and parents to reinforce these lessons. 4. Value Exploration Activities Help students identify their own values and how addiction could impact them. Use reflective activities to help students connect their goals and aspirations with their choices. 5. Addressing Adolescent Needs Understand that addiction often stems from unmet needs. Provide healthy alternatives and coping strategies to help students navigate stress, emotions, and peer pressure. Final Thoughts Kriya's insights highlight the importance of proactive prevention strategies in schools. By implementing these five categories, we can empower students with knowledge, skills, and support to make healthy choices. If you'd like to learn more about Kriya's work, be sure to check out the links in the show notes. Thank you for tuning in, and I'll see you next week for another episode of School Counseling Simplified!   Resources mentioned: Join my school counselor membership IMPACT 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 Connect with Kriya: Instagram Counseling with Pizzazz Facebook Youtube TikTok LinkedIn Drug Education Resources (including counseling tools in my "Members Only" section, and resources to share with parents Vaping Resources For Educators 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!

Top 20 Training has developed a new program for coaches/advisors, their programs, athletes/student participants, parents, and more! Listen and find out more!info@top20training.com for more info. or to set up a FREE meeting!www.top20training.com

This week, Dustin chats with Sarah about her efforts to utilize pod mapping as a way to elevate the curricular approach at her institution. Sarah details the ways to and the importance of building sustainable coalitions at an institution to make sure there is consistent, collective efforts to aid in achieving learning outcomes for students.

EdTech #385 AI@Teaching - AICFT 1.1 Human agency - CURRICULAR GOALS (CG) https://millenniumedu.org/aicft-interactive/

After six years of tireless advocacy, Katie Bartel, a dedicated inclusion advocate and candidate for Chilliwack School Trustee, is thrilled to announce a major victory for students with support needs. Thanks to her leadership, the Chilliwack School District (SD33) has launched an enhanced pilot project for the After School Sport and Arts Initiative (ASSAI) Grant, expanding opportunities for students to participate in extracurricular activities with the resources they need. Guest: Katie Bartel - Inclusion Advocate and Candidate for Chilliwack School Trustee  Learn more about your ad choices. Visit megaphone.fm/adchoices

This CMS Grand Rounds video is a companion discussion to our newly published research article, "Readiness planning: how to go beyond “buy-in” to achieve curricular success and front-line performance" published in Advances in Simulation (https://advancesinsimulation.biomedce.... Join us at #IMSH2025 in Orlando for workshops from our faculty team on Readiness Planning, or visit www.harvardmedsim.org for additional training opportunities! Abstract from Advances in Simulation: "Simulation program staff and leadership often struggle to partner with front-line healthcare workers, their managers, and health system leaders. Simulation-based learning programs are too often seen as burdensome add-ons rather than essential mechanisms supporting clinical workforce readiness. Healthcare system leaders grappling with declining morale, economic pressure, and too few qualified staff often don't see how simulation can help them, and we simulation program leaders can't seem to bridge this gap. Without clear guidance from front-line clinicians and leaders, the challenge of building and maintaining sustainably relevant simulation offerings can seem overwhelming. We argue that three blind spots have limited our ability to see the path to collaborations that support front-line workforce readiness: We wrongly assume that our rigor in designing and delivering programs will lead to front-line participant engagement and positive impact, we overestimate the existence of shared priorities, mindsets, and expertise with our would-be partners, and we contribute to building a façade of superficial education compliance that distracts from vital skill development. How do we design simulation-based training programs that are valued, supported, and sustained by key partners over time? (1) By seeing ourselves as partners first and designers second; (2) by using a boundary spanning design process that shifts the primary psychological ownership of training outcomes to our partners; and (3) by focusing this shared design process on workforce readiness for the situations that our healthcare partners care about most. Drawing on lessons from more than 800 readiness plans developed by participants in our courses and the authors' successes and mistakes in partnering with healthcare teams for front-line readiness, we introduce the concepts, commitments, and practices of “readiness planning” along with three detailed examples of readiness planning in action."

Drs. Tomeka Dowling and Crystal Toll discuss the need to integrate concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into nursing curricula. RN to BSN students were surveyed to assess their perceptions of DEI-SDOH curricular threads and impact on nursing practice. Students indicated that DEI-SDOH curricula promoted self-examination, critical analysis of health care systems, and development of DEI-SDOH competence. You can learn more about their curriculum development process and assessment in their article.

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/medicine

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

“Ethnic studies” is an ideological battleground in higher education, and now California is bringing its 1.6 million high school students into the fray. Every one of them must take an ethnic studies course to graduate, starting in the fall of 2025. But what will the course teach them? The State Department of Education's original model curriculum—now candidly dubbed the “Liberated Ethnic Studies Curriculum”—was criticized for its anti-capitalist agenda, embrace of critical-race themes, and alleged antisemitism. Reaction was so intense that Governor Gavin Newsom vetoed the original curricular mandate legislation. A second State Model Curriculum toned down some of the original emphases. The final legislation signed by the governor had a local-option twist: school districts are free to determine the ethnic studies curriculum used in their schools. As a result, the skirmish over ethnic studies can now be replayed district by district. Independent Institute has created what it calls a balanced curriculum for the consideration of districts throughout the state. The “Comparative Cultures Ethnic Studies Curriculum” portrays the full tableau of American ethnic history, dark moments as well as instances of triumph and personal success. It explores contending schools of thought. Animated not by ideology but by balance, this curriculum builds on years of research and pedagogical insight.  This panel will include a survey of California's ethnic studies controversy, and presentation of the "Comparative Cultures Ethnic Studies Curriculum" by its project leader Williamson M. Evers, followed by a panel discussion and Q&A. This program is part of our American Values Series, underwritten by Taube Philanthropies. Learn more about your ad choices. Visit megaphone.fm/adchoices

Send us a textUnlock the secrets to crafting impactful lesson plans and aligning assessments with the guidance of expert guest Debbie Robertson. Discover how Ashley seeks to refine her organizational skills with insights from senior leadership coach Debbie. Together, they unravel the art of starting with the end in mind, diving into the crucial process of revisiting educational standards. This episode promises to transform your approach to teaching by ensuring lessons are not just effective but deeply aligned with contemporary educational expectations and student needs.From integrating real-world scenarios into your classroom to making cross-curricular connections, you'll learn innovative strategies that make learning both relatable and robust. We explore how blending subjects like English Language Arts and math can enrich students' understanding and problem-solving abilities. Plus, gain wisdom on effective coaching for educators, with techniques that prioritize understanding coachees' processes before offering guidance. With thoughtful analogies and practical advice, this episode is a treasure trove for teachers and instructional coaches eager to elevate their educational practices.For more, make sure to download our handout. The Southern Regional Education Board is a nonprofit, nonpartisan organization that works with states and schools to improve education at every level, from early childhood through doctoral education and the workforce. Follow Us on Social: Facebook Instagram X

In October's episode of SPS Extra, Stephanie Splater and Nicole Hernandez are talking about the importance of getting students engaged in extracurriculars young. In this snippet from the podcast, hear from the North Central High School quarterback who has been playing football since he was in Kindergarten. The full podcast drops in one week! You can listen by searching for “SPS Podcasts” on your preferred podcast app or online at spokaneschools.org/listen.

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/middle-eastern-studies

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Kyle and Karen wax nostalgic as they discuss their adolescent kleptomania.  We're talking high-end goods.  Our listeners will never believe what 9th grade Karen did in order to pay for a Timex watch. This week's worst mom can wear her crown to bed -- IN HER DAUGHTER's DORM ROOM.     Don't miss my Instagram    https://www.instagram.com/bergreenkaren/   Check out my new podcast SHUT UP MOMMY"S TALKING!   https://podcasts.apple.com/us/podcast/shut-up-mommys-talking/id1553303853    

In this special summer episode, Dan and Lauren discuss the Winter 2023 New Directions for Student Leadership issue, "Applying Theories and Models in Leadership Program and Curricular Design," with co-editors Drs. Melissa Rocco and Darren Pierre. 

This week we're discussing why instructional coaches should invest in content and curricular knowledge. I share 3 things you can do to make sure you have a handle on what students are expected to learn in your grades, your subject areas, and at your school. During the podcast, you'll learn the steps instructional coaches can take to gain a deeper understanding of content and curriculum. Some other things you'll hear about during the show are unpacking standards, analyzing assessments, examining curriculum alignment, and what to do if you're coaching unfamiliar subjects. Listen now to learn how you can get a handle on content and curriculum during the first month of coaching! -Chrissy Beltran Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Instructional Coaching Start-Up - http://buzzingwithmsb.com/startup   Instructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode198   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros

We were so happy to interview fellow podcaster Nick DeForest! One of our wishes has been to have a guest who could explain what co-curricular programming looks like at international schools after school and on weekends. Nick, with his GLOBETROTTIN' ADs podcast and website, is at the center of a global network of athletic directors and activity coordinators. As such, he can speak to what this programming looks like in international elementary, middle, and high schools. Nick DeForest is the Assistant Director of the Events Office at AIS Vienna, Austria. He is the founder of the Globetrottin' ADs and the author of A Global Playbook, which can be found on Amazon. Originally from St. Catharines, Ontario, Canada, Nick has been in Austria since 2000 and is passionate about connecting international school Athletic Directors, Coaches, Teachers, and Students from around the world. Our Guiding Question was, “What does co-curricular programming look like in international schools?” Nick addressed several topics: The difference between co-curricular and extra-curricular programming. A breakdown of all the different people and roles in managing co-curricular programs. A description of how co-curricular facilitation in an international school might differ from what teachers may have experienced in their home country, especially in a public school. An unpacking of athletic and activity offerings for each division. The benefits of athletic and activity coaching and facilitation. An explanation of the term “educational athletics.” A description of how international schools can be the hub of social life at some international schools. Trends in international schools' coaching, athletics, and activity coordination. An explanation of how school leaders ensure that co-curricular programming is valued equally with academic programming.Nick's Contact Information: Globetrottin' ADs Website and Podcast | Facebook Group | X - Nick_GTADSResources Mentioned in the Episode:Nick's Book - A Global Playbook: How Every International School Can Raise Its GameInternational Coach: State of the Industry Survey 2023  International Athletic Director: State of the Industry 2023The show was recorded on April 12, 2024. Categories: School Life | Wellness Remember to access our Educators Going Global website for more information or to subscribe to our newsletter!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on LinkedIn, Facebook, Instagram or YouTube.Listen on your favorite podcast app: connect from our share page.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

On this episode of Deans Counsel, moderators Jim Ellis and Dave Ikenberry speak with Antonio "Tony" Bernardo, Dean and John E. Anderson Chair in Management at UCLA's Anderson School of Management, a position he's held since July 2019.Tony began his academic career at UCLA Anderson and has been a member of the finance faculty since 1994. He has a long history as an active and engaged member of Anderson's faculty and its administration, having served as department chair and senior associate dean for academic affairs from 2006 to 2009, and finance area chair from 2013 to 2015 and again in 2019. He previously held the Joel Fried Chair in Applied Finance and Robert D. Beyer Term Chair in Management.His impressive CV perfectly positions Tony to speak with us about the skills and temperament that being a dean requires, and his conversation with Jim and Dave is a must-listen for anyone curious about or aspiring to a deanship, as well as current deans seeking additional perspectives on the position.During this engaging episode, Tony shares with Jim and Dave useful advice and "hacks" for current and future deans, including:• Philanthropy as a pleasant surprise • Building an effective reporting structure• Tricks for multi-tasking • Technology and future pedagogy • Curricular ideas for the MBALearn more about Tony BernardoComments/criticism/suggestions/feedback? We'd love to hear it. Drop us a note at feedback@deanscounsel.comThanks for listening.-Produced by Joel Davis at Analog Digital Arts--DEANS COUNSEL: A podcast for deans and academic leadership.James Ellis | Moderator | Dean of the Marshall School of Business at the University of Southern California (2007-2019)David Ikenberry | Moderator | Dean of the Leeds School of Business at the University of Colorado-Boulder (2011-2016)Ken Kring | Moderator | Co-Managing Director, Global Education Practice and Senior Client Partner at Korn FerryDeansCounsel.com

Scott is trying to figure out if he's unintentionally being a creep or if his ex-wife is setting him up for failure. Learn more about your ad choices. Visit megaphone.fm/adchoices

This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development.  Read the accompanying article here:  https://doi/10.1111/medu.15260

In this lively conversation, host Mike Palmer catches up with Dr. C. Edward Watson, Associate Vice President for Curricular and Pedagogical Innovation at the American Association of Colleges and Universities. Eddie shares insights from his new book, Teaching with AI: A Practical Guide to a New Era of Human Learning, exploring the practical implications of generative AI tools like ChatGPT on higher education. We dive into the pressing challenges AI presents, from academic integrity concerns to the need for developing AI literacies in students. Eddie offers pragmatic strategies for educators, such as allowing assignment extensions to reduce cheating temptations and designing assessments that emphasize human evaluation and discernment over rote outputs. Throughout, we delve into AI's creative potential as a collaborative partner, generating ideas and metaphors to enhance learning experiences. Eddie paints a vision of personalized AI assistants tailored to individual learning styles and disciplines, raising the bar for quality education. Key Takeaways: Embrace AI as a collaborative tool, not a substitute for human effort Prioritize developing students' evaluative and critical thinking skills Advocate for institutional access to premium AI tools for educators Don't miss this insightful discussion on navigating AI's disruption in academia. Subscribe now for more cutting-edge conversations on the future of learning. Subscribe wherever you get your podcasts. Visit us at TrendinginEd.com for more sharp takes on the future of education.

Integrating literacy across the curriculum can enhance understanding of and engagement in the content areas as well as creating a more holistic learning experience for students. We are talking about cross curricular and interdisciplinary literacy with a focus on Science on tonight's OnEdMentors.On tonight's panel:Sandra Mirabelli @scilitsandraLionel Sandner  @LionelSandnerGraziella Sadler @GraziellaSadlerKaren Fllewych @KarenFilewych

When you're Jewish, it seems like the holidays are always around the corner, and there always seems to be some sort of competition. Whether it's the High Holidays just as school gets into full swing, or how Chanukah and Passover often, but confusingly not always, overlap with Christmas and Easter. There's a lot of explaining to do, and partnerships to be built. That's what led my mother into my elementary school classrooms, where she fried latkes and read Herschel and Chanukah Goblins for me and my Christian classmates. It's also what led her into interfaith clergy work, and a Passover partnership with the local Catholic Church. As for my father? Well, he used his engineering skills to build Chanukah holiday decorations for the front yard, which he still claims was easier than hanging Christmas lights on the house. And by the time I got old enough to fully express myself, and my complicated Jewish identity, it was a holiday concert that finally tipped me over the edge. This episode also features commentary from two important experts—1) Dr. Laura Yares of Michigan State, both on the experiences of 19th century American Jews, and her own experiences as a 21st century immigrant Jewish American, and 2) Rabbi Jen Gubitz, co-host of the OMFG Podcast and founder of Modern Jewish Couples where she trains clergy, counsels interfaith couples on how to build their own unique Jewish or Jew-“ish” home. 72 Miles features the stories of three separate interfaith Jewish families–two real, one not, and one mine. Together, they trace 150 years of Kentucky history, with experiences that resonate today—about being Jewish in America, about being Jewish and southern at the same time. About being Jewish, being interfaith, and the blending of the two. So strap in, and take a ride with me, up and down I65, or back and forth on the L&N Railroad. In the end the when and the who don't make as much difference and you might think. But the where sure does. My name is Nathan Jordan Vaughan. It's 72 Miles til Kentucky. Let's get moving.72 Miles Til Kentucky was written and produced by Nathan J. Vaughan. Music by Blue Dot Sessions and Lofi Girl. Curricular components for each episodes are available on the show's website.You can learn more about me and any of my work on my website, www.nathanjvaughan.com.Subscribe to my regular Torah podcast, Modern Torah anywhere you get your podcasts. Thanks for listening.

In this episode, we have a conversation with a coauthor of the book, Teaching with AI: A Practical Guide to a New Era of Human Learning, released in April 2024 by Johns Hopkins University Press.  Our guest is Eddie Watson.  Eddie is Associate Vice President for Curricular and Pedagogical Innovation and Executive Director for Open Educational Resources and Digital Innovation at the American Association of Colleges and Universities (AAC&U).   Links to resources mentioned in this episode:Teaching with AI: A Practical Guide to a New Era of Human Learning (released in April 2024 by Johns Hopkins University Press): https://www.press.jhu.edu/books/title/53869/teaching-aiAmerican Association of Colleges and Universities (AAC&U):https://www.aacu.org/This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: March 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

Join Amanda and her guests, Jonny Mulholland and Neil Dillon, as they talk about how teachers at different stages of their careers can learn from and look out for each other.

The podcast makes its first visit to the Utah State Board of Education.  UIAAA Connection #165 – Teri Davis, Physical Education Specialist and curricular Content Specialist for the USBE is now available. Teri attended high school in Washington. Before her current job, she spent years in coaching and in officiating. She speaks about her efforts with the UIAAA to bring LTI courses to Weber State and SLCC. You won't want to miss this episode. Please Listen, Learn and Share! You can subscribe to UIAAA TV on YouTube! This podcast is also available on Amazon Music, Apple Podcast,  Breaker, Castbox, Google Podcast, iHeartradio, Overcast, Pocket Casts, RadioPublic, Spotify, Sticher and YouTube.

From Sunday School in Nashville to Sunday dinner at Granny's, my family bushogged our way towards a cohesive religious identity. Even as my mother was returning to the faith of her childhood, my father was moving further away from his, and towards an unlikely home — The American Society of Friends. Introducing a third faith in our household seemed to solidify our identity, rather than shatter it, and my brother and I were quick to absorb the tenets of our father's new faith, a chance we got every summer, for a few years, when we attended SAYMA – the Southern Appalachian Yearly Meeting, including a short stint in Quaker youth group. Still, as much as Quaker ideals of compassion, equality, love, and simplicity lined up with our own Jewish and family values, my mother was deeply uncomfortable with the idea of our being both, and she dearly wanted us to be Jewish. But towards the end of her life, having lived her own experience and used it in turn to counsel dozens of young interfaith couples, she changed her tune...slightly.Special thanks this episode to Jacob's Ladder, for use of their original music in Chapter 7: Back & Forth. Check out all of their music on their website!Jacob's Ladder is an internationally touring band seeking to push the boundaries of contemporary Jewish music and traditional American Roots music through Jewish communal singing and prayer. In melding these two musical worlds, they tell their story through Eastern European Ashkenazic and Sephardic Jewish traditions, but also through their American heritage and its influence on their unique musical style.72 Miles features the stories of three separate interfaith Jewish families–two real, one not, and one mine. Together, they trace 150 years of Kentucky history, with experiences that resonate today—about being Jewish in America, about being Jewish and southern at the same time. About being Jewish, being interfaith, and the blending of the two. So strap in, and take a ride with me, up and down I65, or back and forth on the L&N Railroad. In the end the when and the who don't make as much difference and you might think. But the where sure does. My name is Nathan Jordan Vaughan. It's 72 Miles til Kentucky. Let's get moving.72 Miles Til Kentucky was written and produced by Nathan J. Vaughan. Music by Blue Dot Sessions and Lofi Girl. Curricular components for each episodes are available on the show's website.You can learn more about me and any of my work on my website, www.nathanjvaughan.com.Subscribe to my regular Torah podcast, Modern Torah anywhere you get your podcasts. Thanks for listening.

How do you address bias in your curriculum?  Curricular approaches that prepare future nurses to address implicit bias in clinical settings remain an urgent need. Responding to these calls for educational action is especially challenging because competencies to counter bias and racism in healthcare settings are not clearly defined. In this podcast, Dr. Rebecca O'Connor and Dr. Kenya Beard describe equityXdesign and how they used it to develop the Implicit Bias Clinical Education Program to prepare students to interrupt bias in clinical settings. You also will learn how equityXdesign can be used to design or reenvision your nursing curricula. Their article is open access.

Welcome to "Ask the Tech Coach," a podcast for Instructional Coaches and Digital Learning Leaders.In this episode of “Ask the Tech Coach,” Jeff welcomes John Mitchell, Nicholas Damiani and Stephanie Petro on the podcast to discuss how they are leveraging audio and video podcast to support their strategic communication vision as well as provide students with real world activities that will help them in their futures.If you would like to be a part of future podcasts and share your thoughts, please contact the podcast. We would love to have you join the show.Question of the WeekOur favorite part of recording a live podcast each week is participating in the great conversations that happen on our live chat, on social media, and in our comments section.This week's question is:How can you leverage educational podcasting in your school district to benefit both your students, teachers and the community?Guests of the PodcastNicholas Damiani (Director of Technology, Peru Central School District)I've spent all of my 17 years in education in the Peru Central School District and served a variety of rules. I was a 6th grade classroom teacher for 12 years before transitioning to a technology integration specialist. I am currently serving as the Director of technology. I oversee everything technology based from networking, cybersecurity to education technology.Stephanie Petro (Technology Teacher, Peru Elementary School)My 25 years of experience in education include serving as reading teacher for grades K-6, classroom teacher for kindergarten, first and third grade, and my current role as a special area computer technology teacher for grades 3-5.John Mitchell (Technology Coordinator, Peru Elementary School)Elementary Technology Integrationist for the past 8 years. Oversee many of the district's creative media endeavors including video, photography and podcast production. I also serve as the Elementary Media Club advisor. Prior to working in education I worked for PBS, Fujitsu and operated my own photography studio.Links of Interest Instructional Technology Department WebsiteWeekly TopicHow to set up a Coaching Department in a School DistrictSetting up a weekly schedule with teachers to support classroom instructionBringing Audio and Video into the Classroom through Educational Podcasting The Mysteries of Sparrow Crest Focuses on Sparrow Crest Academy – a fictional boarding school that is full of curious characters, creatures and adventure. Middle and High School students plot, write and perform episodes during the season. Mysteries of Sparrow Crest Podcast Peru Tech Bytes Tech-centric podcast focused chiefly on classroom technology. We Are Peru Monthly podcast designed to update our school community on ongoing district...

My mother passed away on September 14, 2021 after a years-long battle with cancer that cost her control of the left side of her face. We had been recording for just over a year, but there was still so much more she wanted to say. After she died, I went through her journals, to learn the perspectives that she was hesitant to share with me even at the end of her life. My father contributed by archiving the family VHS tapes my mother had saved all these years, including a copy of my Bar Mitzvah and my mother's adult Bat Mitzvah. Together, with the stories she shared while still alive, they tell a complicated and often lonely journey of a woman struggling to find her place in life, and a community that she could call her own, which thankfully, and at long last, she finally did...in Judaism.Special gratitude to my good friend, Caitlin, who took on the monumental challenge of reading my mother's journal entries for this episode.72 Miles features the stories of three separate interfaith Jewish families–two real, one not, and one mine. Together, they trace 150 years of Kentucky history, with experiences that resonate today—about being Jewish in America, about being Jewish and southern at the same time. About being Jewish, being interfaith, and the blending of the two. So strap in, and take a ride with me, up and down I65, or back and forth on the L&N Railroad. In the end the when and the who don't make as much difference and you might think. But the where sure does. My name is Nathan Jordan Vaughan. It's 72 Miles til Kentucky. Let's get moving.72 Miles Til Kentucky was written and produced by Nathan J. Vaughan. Music by Blue Dot Sessions and Lofi Girl. Curricular components for each episodes are available on the show's website.You can learn more about me and any of my work on my website, www.nathanjvaughan.com.Subscribe to my regular Torah podcast, Modern Torah anywhere you get your podcasts. Thanks for listening.

Growing as an effective educator is a skill to practice, especially as we work to engage students. Tune in as we talk with Tre Easterly (University of Florida) about how to improve our teaching by improving instructional clarity, increasing variety, demonstrating enthusiasm, using task-oriented behaviors, and providing opportunities for students to practice what they learn.

Sahil Patel says he was disillusioned with dentistry by his first year in dental school. But finding a dusty old scanner in the technician's room at his university changed everything, igniting his curiosity to venture off the curriculum and delve into digital dentistry.   In this episode, Sahil recounts the ups and downs of his journey from associate dentistry in Cornwall to the proud owner of Harley Street's Marylebone Smile Clinic.       In This Episode 02.29 - Backstory and training 22.06 - Into practice 31.44 - Practice ownership and building trust 36.30 - Patient journey 44.21 - The daughter test 46.30 - Career moves 50.57 - A regulatory case 01.02.03 - Clinical a-ha moments and tips 01.09.55 - Blackbox thinking 01.17.00 - Learning 01.20.45 - Fantasy dinner party 01.26.42 - Last days and legacy   About Sahil Patel Dr Sahil Patel is a multi-award-winning BACD-accredited dentist and owner of Marylebone Smile Clinic on Harley Street, London.

In this episode of That Music Podcast, Bryson will take you on a journey through his experiences with cross-curricular teaching. Weaving music into other subjects isn't just about adding variety to the curriculum – it's about creating more meaningful and enriching music lessons. So, if you're ready to explore the incredible potential of cross-curricular connections in your music classroom, tune in now! Episode Chapters: 0:00 Introduction 1:30 Why It's Important 2:35 How To Do It 7:24 The Impact 9:45 Takeaways Links and Resources: Elementary Newbie Guide Disabilities Guide Steady Beat Survival Guide Join That Music Teacher Community

High school is an exciting and fun time for students, especially when they participate in their favorite sport or activity. But how do you keep your students safe when these activities occur after school hours or during travel? We're sitting down with seasoned food allergy parent Stephanie Lowe to explore ways to tackle unexpected situations while teaching your student food allergy management skills. Resources to keep you in the know:FAACT's Transitioning Allergy Healthcare Responsibility, A Roadmap for Teens and Parents FAACT's Food Allergy BasicsFAACT's Behavioral Health CenterFAACT's Coping Skills for TeensFAACT's Self-Care for TeensFAACT's Cross-ContactFAACT's Food LabelingYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org.Sponsored by: ARS PharmaThanks for listening! FAACT invites you to discover more exciting food allergy resources at FoodAllergyAwareness.org!

With Hollywood at a standstill thanks to screenwriters and actors on strike, what to say about two summer blockbusters – Barbie and Oppenheimer – as California metaphors? Hoover senior fellow Lee Ohanian and distinguished policy fellow Bill Whalen, both contributors to Hoover's “California on Your Mind” web channel, join Hoover senior writer Jonathan Movroydis to […]

With Hollywood at a standstill thanks to screenwriters and actors on strike, what to say about two summer blockbusters – Barbie and Oppenheimer – as California metaphors? Hoover senior fellow Lee Ohanian and distinguished policy fellow Bill Whalen, both contributors to Hoover's “California on Your Mind” web channel, join Hoover senior writer Jonathan Movroydis to discuss the economics and politics of the Hollywood strike, California's K-12 math and social-science curriculum changes under fire, plus a nascent field of Democrats hoping to be California's next governor – including an eerie parallel between vice president Kamala Harris and Richard Nixon.

Jonathan Cohen, JD, MPhil and Karina Dominguez Gonzalez, DSW(c), MPH discuss the Continuous Learning for Antiracist Curricular Change (CLARCC) Fellowship. The fellowship is one of several efforts organized by the Department's Race, Equity, Diversity and Inclusion (REDI) Council – a dedicated team of faculty, staff, and students – and is part of the national Transforming Academia for Equity (TAE) Initiative supported by the Robert Wood Johnson Foundation.Cohen is Director of Policy Engagement at the USC Institute on Inequalities in Global Health, and a clinical professor in the Department of Population and Public Health Sciences at Keck School of Medicine of USC. He is the faculty coordinator for the CLARCC Fellowship.Dominguez Gonzalez is a Project Manager in the Department of Population and Public Health Sciences and the staff coordinator for the CLARCC Fellowship. She manages a variety of projects within the Office of Social Justice at Keck School of Medicine and works closely with the REDI Council in the Department of Population and Public Health Sciences.Learn more about this episode and others at pphs.usc.edu/podcastStay in the loop - subscribe to the Preventive Dose newsletter for monthly news straight to your inbox.Follow us on social - find us at @uscpphs Instagram TikTok Facebook LinkedIn Twitter YouTube

Coming out of CATA there was some discussion on Facebook about the Ag Mechanics Curricular Code.  We talk about some points that were brought up and how John and myself read the code.  We also offer our suggestion on what should be done going forward in the future.  If you have topic ideas or want to reach out to us our email is SGRpodcast@gmail.com  Check out the podcast website at you can also check out the last episode in full length using the link https://safetyglassesrequired.libsyn.com/  Check out our YouTube pages: John  Chris 

Dr. Tucker brings a unique perspective with a lifetime of learning experiences overseas and in the United States. Having grown up traveling back and forth between Africa and the United States he experienced a variety of learning environments. He credits his mom, his first homeschool teacher, teachers at an international school, and numerous Missouri educators for his decision to pursue a career in education. His experiences have influenced his commitment to designing learner-centered educational experiences.He currently serves as the Superintendent of Liberty Public Schools. During his time in LPS, the District opened EPiC Elementary (2022 National Blue Ribbon School), partnered with industry to create Kansas City Tech Academy, established the UnSchool Challenge, and rolled out several micro schools including HMS by Design, EDGE, North Nation By Design, and Warren Hills Reimagined. These innovations evolved through a commitment to answering the question, “What does it mean to be learner-centered?” and always thinking about what lies at the edge of vision. In 2017 Liberty Public Schools was accepted into the Digital Promise League of Innovative Schools. League districts pioneer innovative learning and leadership practices that lead to improved outcomes for students and that help prepare them for learning for life.Moving closer to the “edge of vision,” Dr. Tucker has led the LPS community in designing a Graduate Profile, establishing a Vivid Vision, development of an equity-centered strategic plan, and advanced Real World Learning networks across the Kansas City metropolitan area.Dr. Tucker was identified as a “20 to Watch” educator for 2016–2017 by the National School Boards Association. In 2019, Dr. Tucker was named the 2019 Missouri Superintendent of the Year.This episode is brought to you by AILeader.info, where you can learn all about AI specifically in a place designed for educators through 3-minute masterclasses.  Understanding what we mean by Artificial intelligence and how rapidly it is evolving. How do we leverage our data in a better way? How might we leverage artificial intelligence Jobs that could be created vs jobs eliminated. It's about how we do our jobs. It's important to have our Leveraging group think and group feedback to get to the sentiment of Making qualitiative data quantifiable Interoperability of systems - Could AI help our systems communicate Word Clouds Valuable skill that could be lost? Did I really capture everything? Allowing people to get their hands dirty with the feedback. How do we make sure that people have the ability to live in both GIGO garbage in garbage out. Machine learning in the computer Don't want to miss the critical thinking piece where they just take the CSV file without understanding how things are working. AI is not an emerging field, It's accelerating. It's probably worth recognizing we're all learners. We're fairly progressive Care for the present and enabling the future. At times we're learning or leading. how does this fit into my content area or my grade level? ChatGPT How do I integrate this into my classwork? Is there any difference between a teacher using ChatGPT and and Teachers Pay Teachers OER district, using available-online curriculum. Really understand the validity of the resource Traditional Resource Adoption vs. OER resource adoption. Curricular teams have choice Professional development, how to navigate that. How teachers will look at educational resources and professional development Field trips for admin & teachers to learn from other industries. What do we learn from other industries? For what experiences is there no substitute? Starts with human elements, and then we slide in the academic areas. Engagement - how do we ensure that everyone is engaged? Improving 2 way communication and engagement opportunities. How to connect with Jeremy - LPS53.org, follow on jtucker.tm OER expert - Jeannette Westfall - We're so grateful to our sponsor AI Coach by Edthena. AI Coach enables your teachers to go through coaching cycles based on their own needs. The virtual coach guides teachers to reflect on their teaching, set a goal, and create an action plan… all based on gathering classroom evidence. It gives support between PD days  and other coaching cycles.Get a free trial for your teachers here.