Podcasts about Curriculum

In today's episode of Art Ed Radio, Nadia Fernandez-Castillo joins the show to talk about how she built a strong, structured middle school art program rooted in a modern version of the Atelier model. After more than two decades in education and years of teaching middle school art, she shares how repetition, observation, sketchbook practice, and gradual student choice can work together to build both skills and confidence. The conversation explores how a spiral curriculum can make complex ideas more approachable for teachers and more effective for students. Nadia explains why she starts with the basics, how she uses drills and repetition to help students improve, and why she believes artistic growth comes from practice rather than talent. She also shares how she balances structure with personal voice so students can develop technical skills without losing creativity. Resources and Links Join the Art of Ed Community Listen to the Art Ed Radio episode on Atelier Training Draw From Old Methods to Teach New K-12 Artists How to Make Sketchbooks a Vital Part of Your Classroom 100 Sketchbook Prompts Your Students Will Love

Student voice is one of the most powerful forces in education — but only when it has a real stage. In this episode, Dr. Fonz welcomes back returning guest Tim Belmont, Language Arts teacher and Technology Coordinator at Lyndhurst High School in New Jersey, for a rich conversation on what it actually means to give students an authentic voice — and the innovative project he built to make that a reality.Tim breaks down how he integrates podcasting into his Public Speaking and Advanced Public Speaking classes, why choice and personal connection are the secret ingredients to genuine student expression, and how the NPR Student Podcast Challenge transforms reluctant students into passionate communicators. He also shares the story behind the Bell Tower — a privacy-conscious podcast platform he built from the ground up to give student voices a stage that goes beyond the classroom walls, while staying FERPA and COPPA compliant.Whether you are a classroom teacher, a tech coordinator, or a district leader, this episode will challenge you to rethink how you define assessment, student engagement, and what authentic learning looks like in the age of AI.Chapters00:00 Introduction and Welcome02:43 Tim Belmont's Background in Education05:51 Integrating Podcasting in the Classroom10:26 Authentic Student Voice vs. Performative Voice15:15 The Impact of Authentic Audiences20:24 The Importance of Scripted Communication22:32 The Bell Tower Project Overview23:40 The Bell Tower Project: Vision and Goals29:57 Authentic Audience Engagement in Education34:45 Transformative Student Experiences through Podcasting39:34 Getting Started with Podcasting in the Classroom44:25 The Future of Student-Created Media and AssessmentConnect with Tim Belmont:

SUMMARY In this engaging conversation, Colin Lieberman shares his journey in martial arts, emphasizing the importance of continuous training and the philosophy behind Jeet Kune Do. The discussion explores the evolution of martial arts apparel, the impact of Bruce Lee, and the balance between tradition and innovation in martial arts training. Colin also highlights the need for adaptability in teaching methods to meet the changing needs of students, particularly in the wake of the COVID-19 pandemic. In this conversation, the speakers delve into the intricacies of martial arts training, discussing the significance of curriculum, the importance of student engagement, and the evolution of training methods in response to modern needs. They explore the relationship between martial arts and fitness, particularly through the lens of CrossFit, and emphasize the necessity of creating a supportive learning environment for students. The discussion also highlights the role of sprints in training and the lifelong journey of martial arts practice, advocating for a smart and adaptable approach to training.   TAKEAWAYS Martial arts can be a source of empowerment and self-discovery. Merchandise can reflect the evolution of martial arts culture. Jeet Kune Do emphasizes finding one's own path in martial arts. Bruce Lee's philosophy remains relevant in modern training. Balancing tradition and innovation is crucial in martial arts. Curriculum should evolve to meet the needs of students. Adaptability in teaching methods enhances student engagement. Understanding the history of martial arts enriches the practice. Engagement in training is crucial for student retention. Modern training methods should adapt to the needs of students. CrossFit principles can enhance martial arts training. Sprints are effective for developing combat readiness. Students should be encouraged to explore beyond their rank. The value of martial arts remains high despite accessible information. Training smart is more important than training hard.   To connect with Collin Lieberman: https://www.centerlinestrong.com/   Join our EXCLUSIVE newsletter to get notified of each episode as it comes out! Subscribe — whistlekick Martial Arts Radio

Welcome to another episode of the Sustainable Clinical Medicine Podcast! The host and physician coach Dr. Karen Leitner discuss why the transition to new attending is often harder than training, marked by impostor feelings, shame about not knowing, and decision paralysis in clinical uncertainty. They compare systems in the US, Canada, and Australia, including practice ownership models, overhead, billing learning curves, and how lack of business training and negotiation skills can affect long-term earnings; they share an example of lost income due to paperwork capacity and not realizing support could be hired. They emphasize that regret is unhelpful, mistakes and bad outcomes can happen despite good intentions, and guilt should be replaced with compassion and connection by talking with trusted colleagues. They address burnout dynamics—skipping food, water, and bathroom breaks—advocating radical responsibility, analyzing the “math” of workload, small workflow fixes, and boundaries, including not relying on external praise. Leitner mentions her eight-week coaching program for women physicians. Here are 3 key takeaways from this episode: Being a new attending is a normal developmental milestone, not a sign of failure: Feeling overwhelmed, looking everything up, and comparing yourself to colleagues 20 years ahead is universal. The struggle isn't because you're unprepared—it's because no one prepares physicians for this transition. It can take 5-6 years to truly feel confident. Self-compassion beats guilt when outcomes don't go as planned: When bad things happen to patients, guilt is the wrong emotion if you showed up with good intentions and made the best decision with available information. Replace self-punishment with compassion for both the patient and yourself—and reach out to trusted colleagues instead of isolating in shame. Radical responsibility means protecting your time and energy—no one else will: No one is coming to save you from inbox overload, double-booked schedules, or skipping lunch. Taking care of yourself (eating, hydrating, setting boundaries) isn't selfish—it's essential for sustainable patient care. Learn to respect your own time before burnout forces you to leave medicine entirely. Meet Dr. Karen Leitner: Dr. Karen Leitner spends the bulk of her time helping women doctors recognize their amazingness and feel better in their lives (in addition to getting paid what they deserve.) She lives outside Boston< MA with her husband, her beloved mini goldendoodle Oscar, and three school-age daughters—and loves to travel, sing karaoke, and fight the patriarchy (preferably in that order). Connect with Dr. Karen Leitner:

On today's show, Patty welcomes Jill Chalsty and talks about how being bullied in middle school led her to help create Overcoming Obstacles, a free K–12 life skills curriculum now used in nearly 200 countries and reaching about 180 million children. Jill explains the program's focus on skills like asking for help, communication, conflict resolution, goal setting, problem solving, and especially decision making, and notes updates to address cyberbullying. She and Patty discuss her free book, Packets of Hope, and how, after losing her husband and facing cancer, she took a five-month world cruise delivering letters and materials to Ministries of Education to drive schools to the Overcoming Obstacles website, leading to responses including a planned Tagalog translation. She shares favorite cruising moments, challenges onboard, and her plans for more books and travel.Find out more and connect with Jill at the links below:Packets of Hope | Overcoming ObstaclesFacebook |Instagram | LinkedInEpisode highlights:00:00 Meet Jill Chaste01:01 Bullying to Purpose03:27 Life Skills Toolkit05:29 Students Changed Forever06:58 Full Circle Hospital Story09:19 Cyberbullying Today10:15 World Cruise With Purpose13:35 Packets Not Envelopes15:20 Resilience Through Setbacks16:46 Breakthroughs and Translations18:26 Travel Log With Purpose19:16 Free Book Big Impact20:07 Most Vital Life Skill21:31 Cancer Joy And Service23:17 Next Journeys And Routes24:18 Cruise Rapid Fire25:53 Quotes Love And Smiles28:28 Chocolate Stories And Cadbury30:13 Final Thanks And Wrap

This podcast is made possible by our listeners and viewers. If this show has brought you value, you can support it by becoming a member of The Way Forward, our platform designed to help you find the health and freedom community (people, practitioners, schools, farms, and more) near you. Your membership directly supports the podcast and the work we do.The public school system has been damaging our children… but it doesn't have to be this way.In this conversation, I sit down with the founders of Infinity Academy, a project-based and nature-rooted school that was created after years of questioning the assumptions behind institutional education.Gillian, the school's Curriculum and Instructional Lead, spent more than a decade teaching in public education and repeatedly felt that something about the system wasn't working. Her work now focuses on project-based learning designed to nurture curiosity, critical thinking, and intrinsic motivation in children.Jenna, a Registered Nurse and wellness educator, co-founded the school after recognizing similar systemic problems in healthcare and education. Her work helps integrate nature, hands-on learning, and whole-person wellbeing into the educational experience.Together, they're building a model where learning follows the child's interests through questioning, research, creation, and reflection. Their goal is to help children develop agency, curiosity, and the confidence to keep learning long after the classroom.You'll Learn:[00:00] Introduction[03:40] How public school was designed to crush curiosity[21:31] The grief, the infinity fountain, and the 30-day scramble to open Infinity Academy[41:12] What is project-based learning, and what does it look like?[43:11] Why community beats homeschooling, and what learning looks like at the Academy[01:04:14] Teaching history without presenting it as an absolute truth[01:25:49] Sex ed, gender ideology, and the topics deliberately left to parents[01:48:48] Why "preparing kids for the real world" might be the wrong goal entirely[01:56:41] Advice for the single mom trapped in the public school systemLearn more from Gillian and Jenna:Infinity Education | WebsiteInfinity Education | InstagramInfinity Academy | WebsiteGillian Berard | Instagram Find more from Alec:Alec Zeck | InstagramAlec Zeck | XThe Way Forward | InstagramThe Way Forward is Sponsored By:RMDY Academy & Collective: Homeopathy Made AccessibleHigh-quality remedies and training to support natural healing.Enroll hereExplore here Paleovalley: 100% Grass-Fed Bone Broth Protein is a nutrient-dense, easy-to-digest source of collagen and essential amino acids. Sourced from grass-fed cows, this protein powder provides the building blocks for healthy joints, skin, and gut function—without fillers or artificial ingredients. Support the show and claim 15% off your PaleoValley order!New Biology Clinic: Redefine Health from the Ground UpExperience tailored terrain-based health services with consults, livestreams, movement classes, and more.Visit New Biology Clinic and use code THEWAYFORWARD (case sensitive) for $50 off activation.The Way Forward members get the $150 fee waivedWant to grow your podcast but not sure what's actually working? Podigy helps me produce The Way Forward. Take their free assessment to get clear on your next move—and a chance to win a call with their founder.

In this final episode of our Flourishing Parent series, Cameron and Anna come to the climactic "I Am" statement in the Gospel of John. When Jesus raises Lazarus from the dead, he demonstrates his power over life and death, and his will to defeat death on our behalf. Knowing the overwhelming goodness of his love for us empowers us to wait when he does not change our circumstances, and shows parents how to wait well with their children during hard seasons and painful circumstances. Curriculum for the Gospel of John Fixing Like the Father by Clarissa Moll Behind a Counselor's Door: Why Kids Don't Talk to Their Parents by Kristen Hatton Don't Hurry the Hurt by Kristen Hatton John 11:17-37 Follow us @therootedministry. Subscribe to the Rooted Parent Podcast wherever you listen to podcasts. Why Teenagers Need to Know that God is For Us by Steve EatmonMom and Dad, Nothing Can Separate You from the Love of Christ by Dan Hallock Follow @therootedministry on Instagram for more updates Register for the Rooted 2026 Conference in Nashville

Episode 443 | “You're Not Just Teaching Kicks” (How to Teach the Invisible Curriculum) Podcast Description Episode 443 of School Owner Talk is a reminder a lot of school owners need: families may say they're buying kicks, punches, belts, and self-defense… but what they're really paying for is who their child becomes. Duane and Allie break down the “invisible curriculum” (the character and life skills that happen in the quiet moments of class) and give a simple, teachable framework you can use to make those wins obvious to students and parents. A gut-check question sets the tone: If a parent watched your classes with the sound off, would they know what your school really teaches? If the answer is “they'd mostly see belts and chaos,” this episode gives you a way to fix that. Key Takeaways Visible curriculum vs. invisible curriculum: Techniques, forms, sparring, fitness, and self-defense are the visible part. The invisible part is identity and character—who the student becomes. The 4-pillar framework: Martial arts can intentionally develop students in four areas: Physical: coordination, balance, posture, breathing, body awareness, skill under pressure Mental: focus, listening, following directions, problem-solving, delayed gratification, grit Emotional: frustration tolerance, confidence under pressure, emotional control, handling mistakes Social: respect, teamwork, leadership, empathy, communication, coachability “Teach it on purpose” is the differentiator: Martial arts may teach character “by default,” but if you don't call it out and design for it, you'll look like every other school in town. Belts are fine—when they're symbols, not the product: If parents only see belts, they'll value belts. Reframe belt tests as character showcases as much as skill checks. Parents aren't trained to see invisible progress: You have to translate what's happening into parent language—starting from the trial process. Three simple ways to make the invisible visible: Call it out in the moment (“captions on moments”) Build it into structure (rituals, line-up, bows, partner work, leadership roles) Create repeatable language (school phrases / “senate sermons” that stick for life) Action Steps for School Owners Use the “sound off” test this week Watch 2–3 minutes of your class on video with no audio. Ask: Would a parent understand what we're building here besides technique? Pick your framework and teach it to your staff Use the 4 pillars (Physical, Mental, Emotional, Social). Train your team to label wins through that lens. Start “captioning” invisible wins in real time When a student shows self-control, grit, respect, or courage, say it out loud. Example: “Your win today wasn't the kick—your win was staying on the mat even though you were nervous.” Build tiny rituals that reinforce values Line-up, bow-in, partner etiquette, leadership roles—these are already there. The key is explaining why they matter so parents don't see “cute karate stuff.” Create 1–2 repeatable phrases your whole school uses Short, memorable lines that reinforce your values. The goal: students and parents can repeat them at home (and years later). Translate progress to parents at the end of class (30 seconds) Quick “mat chat” or a simple parent-facing recap. Example: “We worked on focus today—Johnny recovered faster when he got distracted. Did you notice that?” Reframe belt tests as character showcases Yes, you're checking technique. Also measure focus, effort, coachability, and how they handle pressure. Use quick scripts for common student types Shy student: “Your win today was making eye contact and answering loud—that's confidence.” High-energy student: “Your superpower is energy. Today we're training the steering wheel: focus.” Talented student with attitude: “Being good isn't the goal—being coachable is. Show me you can apply feedback without eye-rolling.” Unmotivated teen: “You don't have to feel motivated—you do have to be consistent. That's what grownups do.” Additional Resources Mentioned Declarative Language Handbook (book recommendation) The “senate sermons” / repeatable school phrases concept (ex: “When a task has once begun…”) The “break the third wall” idea: speak directly to parents to translate what they're seeing

We've discussed healthy habits, desire and interception, but now is the time to focus our artist eyes! This week on Schauer Thoughts we're going over an abridged understanding of design elements and factors to consider when creating your own course curriculum. I strongly encourage mood boarding this episode but taking notes or just listening are fine as well. Enough chit chat - to the communal Schauer we go! My Substack Post: How To Start Researching as a Hobby https://substack.com/home/post/p-168506463  Resources to Learn for Fun & Free (or Fun & Free) https://substack.com/home/post/p-175242020  I also give tips on how to create your own “syllabus” with these resources.  Resources: Ruth Asawa and the Artist-Mother at Midcentury - Jordan Troeller To Photograph Is To Learn How To Die - Tim Carpenter Sin and Syntax: How to Craft Wickedly Effective Prose - Constance Hale The Story Grid: What Good Editors Know  - Shawn Coyne Bargaining for Advantage: Negotiation Strategies for Reasonable People - G. Richard Shell This Is What It Sounds Like - Susan Rogers and Ogi Ogas The Psychology of Fashion - Carolyn Mair Your Brain on Art - Susan Magsamen and Ivy Ross Breath: The New Science of a Lost Art - James Nestor This is the book on breathing I was talking about. Decisionscape: How Thinking Like an Artist Can Improve Our Decision-Making - Elspeth Kirkman I also wanted to recommend this book for understanding the importance of “word tense” when it comes to internal thoughts and rumination - I cannot stress this enough. She goes through first person, third, active, passive - language really does shape a lot of our decisions and life.  Visual Thinking: The Hidden Gifts of People Who Think In Pictures, Patterns, and Abstractions - Temple Grandin  The Activism of Art: A Decentered Anthology - Dipti Desai and Stephen Duncombe The Knowledge Illusion: Why We Never Think Alone - Steven Sloman and Philip Fernbach  The 7 Principles of Design and How To Use Them (w/ Infographic)  https://www.vistaprint.com/hub/principles-of-design#:~:text=The%20principles%20of%20design%20are,Proportion%2C%20Movement%20and%20White%20Space Not sponsored by Vistaprint lol Chronic Back Pain Makes the World Sound Harsher https://neurosciencenews.com/chronic-pain-sound-sensitivity-30237/  Scientists have found a fascinating link between breathing and memory https://www.psypost.org/scientists-have-found-a-fascinating-link-between-breathing-and-memory/ Nature Exposure Triggers Brain Reset   https://neurosciencenews.com/nature-brain-reset-30204/ Learn more about your ad choices. Visit podcastchoices.com/adchoices

One of my biggest goals this year is to become a more interesting person by learning more intentionally. Instead of letting free time disappear into scrolling or passive entertainment, I started building something I call a monthly curriculum - a framework that helps me explore new ideas, develop hobbies, and be more intentional about how I spend my time. In this episode, I walk through my March curriculum, including the theme I'm focusing on, the nonfiction book I'm reading, the hobby I'm trying, and the small lifestyle upgrades I'm making.I also share lessons from my February curriculum and how you can realistically incorporate something like this into your life even if you work full time.In this episode we cover:

Send a textIn this episode, our guests Drs. Huseyin Uysal and Luis Javier Pentón Herrera talk to us about learning the English language, and supporting young people in humanizing ways as they learn English. Dr. Huseyin Uysal's research interests, which tie back to several of his current endeavors, are primarily centered on studying fairness, justice and equity in language assessment, criticality in TESOL teacher education, and plurilingualism at public schools. His work has appeared in venues such as TESOL Journal, TESOL Quarterly, Linguistics and Education, and Peabody Journal of Education. He currently serves as the Editor-in-Chief of Journal of Education for Multilingualism, and the Associate Editor of Journal of Education, Language, and Ideology. He is the current Chair of the Bilingual-Multilingual Education Interest Section of TESOL International Association. Dr. Uysal is a Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. He holds a PhD degree in Curriculum and Instruction with a specialization in ESOL/Bilingual Education from the University of Florida. You can reach Dr. Uysal at huysal9@gmail.com. Dr. Luis Javier Pentón Herrera's current teaching and research projects are situated at the intersection of identity, emotions, and well-being in language and literacy education, social-emotional learning (SEL), autoethnography and storytelling, refugee education, and language weaponization. His books can be found in the University of Michigan Press, Routledge, Springer, Brill, De Gruyter, TESOL Press, Bucharest University Press, and Rowman & Littlefield. Dr. Pentón Herrera is an award-winning Spanish and English educator and a best-selling author. In 2024, he was selected as the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. He is a Professor at VIZJA University, Poland, and a Book Series Co-Editor of the Cambridge Elements in Language and Power (Cambridge University Press) and Contemporary Perspectives on Learning Environments book series (Emerald Publishing), as well as Co-Editor of Tapestry: A Multimedia Journal for Teachers and English Learners, and Associate Editor of Language Teacher Education Research. Further, he is a Fulbright Scholar and Specialist, and an English Language Specialist with the U.S. Department of State. Previously, he served as the 38th President of Maryland TESOL from 2018 to 2019, and earned the rank of Sergeant while serving in the United States Marine Corps (USMC). Two of his professional accolades include the ‘30 Up and Coming Emerging Leaders in TESOL', awarded by TESOL International Association in 2016, and the J. Estill Alexander Future Leader in Literacy Award, awarded by the Association of Literacy Educators and Researchers (ALER) in 2018 when his dissertation was chosen as ALER's Outstanding Dissertation of the Year. Originally from La Habana, Cuba, Dr. Pentón Herrera enjoys creative writing, playing with his two dogs, Virgo and Maui, and running in his free time. You can connect with Dr. Pentón Herrera on his Instagram: @luisjavierpentonherrera and on his website https://luispenton.com/To cite this episode: Persohn, L. (Host). (2026, Mar. 10). A Conversation with Huseyin Uysal and Luis Javier Pentón Herrera. (Season 6, No. 8) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/F619-2EFE-72B9-79F4-04DF-FConnect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

This is Episode 77 of the Consortium Podcast, an academic audio blog of Kepler Education. In this episode, Carrie Eben discusses what it means to be a good teacher. She dives into just a few of the ten pedagogical principles found in her and Dr. Christopher Perrin's new book The Good Teacher. Learn more about the principles here. As a Master Teacher at the CiRCE Institute, Carrie invites homeschool teachers, brick-and-mortar teachers, and even just life-long learners to explore what it means to be a truly good teacher. Visit her website here. Carrie Eben's current most recommended book: Reaching Out: The Three Movements of The Spiritual Life by Henri Nouwen Kepler's Consortiums provide resources and regional connections for Christian families, teachers, and educational organizations to expand the reach of classical education and foster human flourishing for generations to come. For over twenty-six years, Carrie Eben has championed classical education in both the private school classroom and homeschool arenas. She currently serves as founding board member at Sager Classical Academy in Siloam Springs, AR and is a Head Mentor for the CiRCE Institute Master Teacher Apprenticeship for the Ozark Mountain region. As a consultant, she develops and delivers customized workshops and mentorship for administrators, teachers, and parents in both classical school and homeschool settings. Carrie holds a BSE in Intermediate Education, a MSEd in Curriculum and Instruction from Oklahoma State University and is currently a PhD (ABD) candidate in the Great Books Humanities program at Faulkner University. She is co-author of The Good Teacher: Ten Pedagogical Principles That Will Transform Your Teaching with Dr. Christopher Perrin. She loves to sing, read, horseback ride, and provide hospitable places for transformative conversations in her home.

In this special edition of the Prevention Leaders Podcast, Dave sits down with his good friends Nicole Augustine and Rikki Barton to unpack the Prevention Core Competencies curriculum—why it was created, what gaps it fills in the prevention workforce, and why it's not just for “prevention professionals,” but for anyone who cares about building safer, healthier communities.They dig into what's inside the training (in-person and virtual), how the curriculum supports workforce development and prevention advocacy, and why the Train-the-Trainer (ToT) experience is intentionally different than most ToTs in the field—especially with a big emphasis on facilitation skills and classroom management.They also explore the “social entrepreneur” angle: how becoming a certified trainer can build local capacity and create sustainable revenue streams for individuals, agencies, and organizations.What You'll Learn in This Episode:Why Prevention Core Competencies exists (and what it adds beyond SAPST + Ethics)The origin story: SAMHSA, the PTTCs, and the development/pilot processWhy this curriculum is for both prevention professionals and community membersHow the training strengthens prevention “why” and helps communities choose more effective strategiesIn-person vs virtual delivery: why they're not interchangeable (and why that matters)What makes this ToT different (hybrid approach + real facilitation skill-building)Practical classroom management: navigating over-talkers, over-sharers, disengaged participants, and resistance3How the curriculum can support workforce development, advocacy, and communication with decision-makersThe entrepreneurship and sustainability angle: offering the training, charging appropriately, and building ROIFuture Proof + intrapreneurship: creating new revenue streams inside prevention organizationsLinks & ResourcesRegister for the May 2026 Prevention Core Competencies ToTContact NicoleContact RikkiNicole's book Be Great (Amazon)

EP247: In this episode, Jean explores a common frustration many homeschooling parents face: feeling like the curriculum just isn't working. If you've ever wondered whether you chose the wrong program or felt tempted to start over with something new, this episode offers a different perspective. Jean explains why the real issue usually isn't the curriculum itself, but how it's being used. You'll learn how to shift from following a curriculum as a script to using it as a flexible tool that supports your child's unique learning journey.Instead of starting over, this episode invites you to pause, reflect, and take back your leadership as a homeschooling parent. Jean shares practical questions to help you evaluate what's actually working, what needs adjusting, and how small shifts can make a big difference. If you're feeling stuck, behind, or unsure about your homeschool plan this spring, this episode will help you move forward with clarity and confidence.Join the Inspired at Home community https://artofhomeschooling.com/inspiredathome Find the Show Notes here  https://artofhomeschooling.com/episode247/Send Jean a text message. (Include your email if you want an answer!)Support the showThanks for listening!

There is a storm coming with the challenges of navigating the TRUSTEE CRISIS. It is one of the biggest blind spots in the “GREAT WEALTH TRANSFER” and will be the source of mountains of litigation for the unwary, https://youtu.be/hwQev88A03M Summary In this conversation, Frazer Rice and Jennifer Zelvin McCloskey discuss the current crisis in trusteeship, highlighting the shortage of qualified trustees amidst a significant wealth transfer. They explore the importance of modern trust planning, the challenges faced by individual trustees, and the need for better education and training in the field. The discussion also covers the emotional and interpersonal aspects of trusteeship, the functions and responsibilities of trustees, and the necessity of managing risk effectively. They emphasize the importance of building a pipeline for future trustees and improving the perception of the profession, while also identifying opportunities within the trust industry. https://open.spotify.com/episode/4qpkrVdaUa2AfDxgl7j3yN?si=XVgG3jE_Qpqq2JTqi8XLXQ Editing and post-production work for this episode was provided by The Podcast Consultant (⁠https://thepodcastconsultant.com⁠) Takeaways The coming crisis in trusteeship is already here. There is a significant shortage of qualified trustees. Trusteeship requires strong interpersonal skills and emotional intelligence. Managing risk is a fundamental aspect of trusteeship. Trustees critically need education and training. The role of a trustee is evolving with increasing complexity. Beneficiaries need to understand their rights and the trustee’s role. Custodial responsibilities are essential for asset protection. There are many opportunities for growth in the trust industry. Trust law and investment management are distinct fields. This Episode is for . . . Anyone that has an estate plan with a trust in it and doesn't know what a trustee does Any advisor who works w/ multi-generational situations (that’s everybody in wealth management) Any RIA looking to sell Financial types worried about compliance world Fiduciary litigators Chapters of “THE TRUSTEE CRISIS: Navigating the Challenges” 00:00 The Coming Crisis in Trusteeship 02:06 Importance of Modern Trust Planning 04:11 Challenges with Individual Trustees 08:03 The Dwindling Pool of Qualified Trustees 10:06 Functions and Responsibilities of a Trustee 12:20 The Emotional and Interpersonal Aspects of Trusteeship 16:05 Managing Risk in Trusteeship 19:07 Building a Pipeline for Future Trustees 22:10 The Role of Education in Trusteeship 25:07 Improving the Perception of Trusteeship 28:19 The Need for Better Trust Education 30:39 Bifurcation of Trustee Functions 33:26 Distribution Functions and Beneficiary Relations 36:52 Custodial Responsibilities in Trusteeship 40:19 Consequences of Poor Asset Management 46:41 Curriculum for Trustee Education 52:13 Opportunities in the Trust Industry Transcript of “THE TRUSTEE CRISIS: Navigating the Challenges” Frazer Rice (00:01.068)Welcome aboard, Jennifer. Jennifer Zelvin McCloskey (00:02.723)Thanks Frazer, how are you today? Frazer Rice (00:04.782)I am doing great. We’re going to dive into a topic that is near and dear to both of our hearts. And that is what I’m describing as the coming crisis in trusteeship, but I think it’s already here. Which is the concept of qualified trustees being in short supply, right in the face of a gigantic wealth transfer. And first of all, before we get into that, just describe what you do on a day to day basis first. Jennifer Zelvin McCloskey (00:33.445)Sure, I actually wear a bunch of hats. Day to day, right now, I’m a full-time practicing trust and estate attorney. I’m also an individual trustee for a variety of trusts that need either somebody here physically located in Delaware for a short period of time or even a successor trustee. But I’ve also spent many, many years building programs in trust management and trust administration. Because there is this crisis of human capital that just does not exist. I built multiple programs. They’re housed out of the University of Delaware. So I act as a trust and estate attorney, do planning, administration, I teach in the area, I build programs in the area, and I serve as a trustee. PEAK TRUST MANAGEMENT CERTIFICATE Frazer Rice (01:23.182)A full plate to be sure. To me, I came out of Wilmington Trust and another trust company served an individual trustee too. I’ve seen all these different flavors of trusteeship. My general sort of bon mot around that is that the individual trustees. I’d say 95 % or higher don’t really have an appreciation of the risk and responsibility that they’re taking on. And then the corporates have their own issues, which we’ll get into in a little bit. If we pull back even further, modern trust planning in wealth management, why is this so important? Jennifer Zelvin McCloskey (02:06.275)That’s massively important. It’s not just for the mass affluent or the ultra high net worth. It’s for everybody. We have all of these assets that we have this hyperfocus on building and increasing our wealth. Making sure that we have the ability to sustain ourselves throughout our entire lives. But if we don’t do this type of planning, if we don’t have structures and implementation for when we die, then our assets that we’ve planned so diligently for will fall off of a cliff. We lose the ability to control ultimately what happens to those assets. Layered on top of that, of course, is the tax component for ultra high net worth folks who are trying to really focus and direct their assets to make and create generational wealth transfers. Without this type of functionality and wealth planning and estate planning long-term, people lose control of what they’ve spent so much time building. Frazer Rice (03:13.338)One of the things I tell people as far as trusts are concerned is that, you know, we’re putting these structures together. They’re durable enough to withstand taxation or creditors or other asset protection features, create some guidelines around distributing the assets to the next generation or other constituencies. But also have some flexibility to be able to deal with the things we can’t look into the crystal ball and figure out over time. And that those three things just putting a document together that tries to do all that is hard enough, but then to put it in the hands of somebody or something to administer and to exercise discretion around it. That’s where the real art and science kind of stitched together and create this issue. You know, as we think about that too, the idea, the history of these types of scenarios kind of goes back to, you know, you’d put a structure in place and then you’d go hire a bank and they’d take care of everything. How do you look at that and say, all right, we’ve gone well past banks to individuals and then to dedicated institutions. What is the problem there? Jennifer Zelvin McCloskey (04:22.956)Now the problem, there’s two problems. In my opinion, what I see is that, you know, your individual trustee by and large is Uncle Joe, right? He’s the guy that everybody goes to in the family. The responsible one. He’s the smart one. The wealthy one who, great, doesn’t know what the fiduciary duties are. He doesn’t know that he has a duty of impartiality. He doesn’t know that… Frazer Rice (04:32.419)Right. Jennifer Zelvin McCloskey (04:48.475)He can’t self deal unless the instrument says so. Doesn’t understand how the instrument works. He doesn’t understand the nuance and the legalese written into the instrument. But he’s flying by the seat of his pants and everybody looks to him as the respected one in the family. No one knows that they have the ability to challenge him. So with your individual run of the mill trustee named in the instrument, they just don’t have the expertise, they don’t have the technical knowledge. Don’t know what they don’t know. They can get into trouble in that way. The other problem that you have with professional individual trustees oftentimes is that they are not formally trained. They may be an attorney who is working in that area, who’s doing plans for people who may or may not know what the full scope of being a trustee is. They may not realize, I have to get a special insurance policy because my malpractice insurance policy doesn’t actually cover this type of fiduciary engagement. There’s a lot of landmines that individuals can run into when they’re doing this type of work. On the corporate side, the problems that we run into is that there’s just a complete and utter lack. Frazer Rice (05:50.061)Hmm. Jennifer Zelvin McCloskey (06:12.059)Of available educational programs to teach people the proper way to be able to understand trusteeship. It has always been, and it just has developed over time through, you know, oh, we’ll give it to the bank, the bank will do it. This apprenticeship model, and that just does not scale well because if you learn improperly at the edge of a desk from somebody that learned improperly at the edge of the desk. Then the person that you’re teaching now at the edge of the desk is learning what you learned improperly. So anecdotally, I did karate for a long, long time. And the man who taught me karate, I’m almost a secondary black belt to like, was serious in karate. And the man who taught me karate said, you practice, it makes permanent. Don’t practice wrong. Because when you’re practicing wrong, you’re making permanent wrong things. And that’s what the apprenticeship model has the risk of lending itself to. It’s not that every trustee that learns at the edge of the desk learns wrong, but the risk is too high because the fiduciary responsibilities and the duties are too high to run that risk. The other problem is that we have a dwindling pool of really qualified senior trust officers because of just the nature of the job. You’re a human being, you’re an individual, you age, you retire. And it’s not something that people go to school and say, when I grow up, I want to be a trustee. They fall into it sideways. And unless there are academic programs that are out there that people are aware of and that they can get some formal training, some formal education to enter into the field. Frazer Rice (07:49.742)Yeah Jennifer Zelvin McCloskey (08:03.82)Separate and distinct from, I’m in the field and now I want to get a CTFA. I want to earn my certification to really show that I have the chops in this area. We have this shrinking pool of expertise. We have a lack of knowledge, a lack of formal education, and an apprenticeship model that doesn’t scale. On top of, with the individual side and the corporate side, this massive wealth transfer and an explosion of trust complexity that’s all taking place at the same time. Frazer Rice (08:31.918)One of the issues at the corporate level too is that as you say that the impregnance model is not necessarily the best way to do it. They’re cutting back on training programs. The business model around being a trustee or even a specific trustee does not make the big money. And so the ability for those types of institutions to develop the people.who ultimately are now in a very sort of pro-employee environment where there’s such a demand for trustees that they can kind of switch around and get a 10 or 20 % bump each time they go because people are desperate to have them. There’s a real cavern there to try to create the permanence that you’re looking for in a structure that really rewards consistency over time, especially as it relates to discretion and process of decision-making. Jennifer Zelvin McCloskey (09:23.15)Yeah, that’s exactly right. And that leads to this revolving door in the industry, because people are just trying to make more money and they’re going and bouncing to different trust companies. And there isn’t that backfill. Just because it’s a trust company and there’s policies and procedures, trusteeship is about relationships that you make with your beneficiaries, the relationships that you develop with multiple generations in a family. And when you have somebody that’s acting and serving in that and they move, they leave, they’re no longer acting and serving in that capacity, a new personality comes into the mix and it can really be disruptive. So having that consistency and minimizing the attrition is so valuable. Frazer Rice (10:06.766)The other thing I try to bring up, especially to individual trustees, is that the thing that you’re signing up for is probably going to look a lot different in five or 10 or 15 years when people are aged on, they remarry, they have kids, etc. That the conditions are a lot different than what they were before. And it’s going to be difficult to take on a structure that has eight people when before there were two. Jennifer Zelvin McCloskey (10:37.517)Yes, and that’s that complexity, that increased sophistication and complexity of trust structures that are available now to people. With the increase in the exemption, these trust structures, they’re not necessarily changed. For example, qualified personal residence trust, if people really need that anymore, but there’s a ton of them sitting around there. Are trustees properly administering it? Did you actually transfer the real estate into the trust at the time? So there’s all kinds of sophisticated structures that the trustees may or may not have the right skills. But they’re saddled with having to do it. Frazer Rice (11:19.47)Let’s take a step back and just talk about the functions of a trustee for a second. I break them down basically into three. Which is the first one. You have to administer the trust, meaning you have to dot the I’s, cross the T’s, make sure things get executed, tax returns are filed, statements get sent out to the extent that that happens, and that the administration of a structure like that occurs. Then I talk about the concept that the investments have to be made monitored moved around decided and that they’re appropriate for all classes of beneficiary that are in there and then the distribution function which is The assets have to be distributed according to the law. First the trust then maybe the intent or the law if everything is silent and that those three things are very different components and that it’s tough to find somebody who’s great at all three housed within one brain. Jennifer Zelvin McCloskey (12:20.217)Yeah, I agree with that 100%. It is a three legged stool. It’s the investments, the administration and the distributions. And in that administration umbrella in and of itself, there’s a tremendous amount of work that sort of goes unsung. know, it’s not the sexy stuff where you’re investing and making a bunch of money for your income beneficiaries and managing to preserve the corpus for your principal or your remainder beneficiaries. And it’s certainly not the personal interaction that you’re doing with your beneficiary day to day. Making distributions, helping them, seeing the product of that help. It’s the making sure you file ax returns are properly. Understanding how to read that tax return. Even if you’re not preparing it, making a proper selection on the accountant that you’re using to prepare those tax returns if you’re not preparing it. Make sure to set up statements properly, make sure that in this world of silent trust documents that you’re not sending a statement to somebody who’s not supposed to have it. Communicating with beneficiaries on an even keel. Making sure that you’re not inadvertently violating your duty of impartiality because it’s more than just a substantive duty, there’s a procedural duty as well. That’s really, really challenging to find within one human being, let alone add on top of it somebody who’s financially savvy enough to understand investments and all of the different complex investment tools that are out there, as well as having the personality and the interpersonal skills to keep beneficiaries engaged and happy. Frazer Rice (13:56.426)Just on top of that, the EQ, the bedside manner, and the ability to simplify the complex, et cetera. At the same time, that dedicated note taker that is able to document everything that happens within a decision. Whether distribution or investment or otherwise, that it’s just two different people most times. I find that something falls apart as time goes on. Ultimately if things aren’t laid out correctly, that’s when conflict starts to simmer. Then you know if there is something that’s wrong. That’s allowed to compound that’s where you get into a huge problem later on. Jennifer Zelvin McCloskey (14:36.922)It’s all that feeling. People are behaving in ways that they may or may not be able to articulate their emotional proximity to. When you’re talking with beneficiaries. There’s something simmering under the surface that you inherited because you’re a trustee. You may not even be aware of it because the beneficiaries may not even be able to articulate it. You have to have a certain sense. A gut check of feelings of rntuitively being able to read what’s going on under the surface. To pull it out of people in a very balanced and even keel way. It’s not an easy job by any stretch of the imagination. On top of financial literacy and personal liability and executive functioning skills, being detail oriented, making sure your documentation is not overly explicit. isn’t, you know, scarce. You’re now wondering how and why did you make those decisions? People don’t think about the decisions that they make on a day to day basis. We don’t think in a way to articulate why I made this decision. Why I exercised this type of judgment. And that’s what we’re being asked to do as trustees is to document what is my decision making process? Why am I making the decision? What are my factors involved in making that decision in a way that’s defensible. If we ever need to defend it. Frazer Rice (16:05.292)Well, in favoring one class of people over another is usually where the rubber hits the road on this. People who are used to seeing the income from a trust and don’t want that touched come hell or high water. Then future beneficiaries who’d like to see the trust go from X to 2X to 5X. So that they have something larger to enjoy. You have a natural tension that you have to manage. It’s just not easy. If you don’t document the hows and whys of what you’re doing, you set yourself up for a problem. From one class or another looking at you saying, you you should have done it differently. To go back to that liability component. You’re the only one who sits in the chair of having made that decision. You’re the one with the bullseye on your back when it’s called to account. Jennifer Zelvin McCloskey (16:53.093)That’s right, that is exactly right. And now add on top of it, you’re just named because you’re Uncle Joe and everybody goes to Uncle Joe. You have no technical background and you just don’t know the landmines that are there. You don’t know what you don’t know. Wouldn’t it be wonderful if we were able to create a pipeline of really sophisticated entry level employees or folks that are, you know sophisticated in financial literacy that now want to take the job to become trustees, that we were able to give them this technical roadmap for what the job actually is and then have them get the ability to apprentice on all of those policies and procedures. What does this corporation do? How do we document things? When you’re trying to learn it all at one time, it’s like drinking from a fire hose. Let’s give people the ability to really have a chance at doing it successfully. Frazer Rice (17:53.048)So let’s dive into that pipeline issue for a second. We already diagnosed that the, let’s call it the trust companies or the banks are, they’re just not resourced enough. They can’t run people through an internal school to do it quote unquote correctly. The apprentice model really kicks in. Which means you’re at the sort of mercy of what people are good at, not good at, et cetera. People turn over quickly so that apprenticeship doesn’t even work anymore. The RIAs I think are the worst place to learn about this type of thing. They have a completely different modus operandi as far as keeping clients happy. The word fiduciary means something so different to them than it does to an actual trustee. I wouldn’t feel good about the training on that front to sort of create trustees And then so law schools. They’re they’re just trying to create people the trust in the states vertical as a general matter. Let alone trying to delineate into a trustee situation. You’re putting the pipeline together and you put these programs together. How do you stitch together the needs and what does that manifest itself into? Jennifer Zelvin McCloskey (19:07.642)So that’s a really, really good question. I think that the very first place that we start with answering that question is advising on a trust as an attorney. It’s different from the administration of a trust and the skills that you need for that. So when you create a program like this where you’re trying to teach about trust management. You have to start with the technical skill. The legal side of what is it that we’re even doing? What is a trust? What are the fiduciary duties? Where do they come from? Then we have to, after we teach or create a structure or foundation on what the legality is. Now we go into how does this translate into administration? So when I created the programs, I looked at what’s the law they need to know? What is the level of sophistication of the student? And what do I need to, from a foundational perspective, teach first? What are the building blocks? And then how do I translate that into administration? The one thing that I have found is trust law does not equal investment management. So if people are coming along… Frazer Rice (20:26.254)No question. I’m nodding audibly at that comment. I like that. Jennifer Zelvin McCloskey (20:31.226)Your fiduciary duties as a trustee are fundamentally different than those of an RIA, where some RIAs are not even fiduciaries by law. They’re not. So being able to delineate and explain where that line is, what makes you a fiduciary, what are those duties, after you know the legal basics. And taught to you at a level that you can understand. I don’t expect everybody to be a lawyer. And people have asked me time and time again, do I need to be a lawyer to know this? No, you don’t need to be a lawyer because you’re not advising on the law. You’re advising on the administration of a legal structure and how that administration affects the fiduciary duties that are inherent in the relationship. Then how those fiduciary duties are translated out to the beneficiary. That’s the way that I’ve always built these programs. Where do I start? Start with the law. Where do I go from there? Start with how the administration translates the law. And then how does that administration get heard by the beneficiary? Where does the RIA come into the mix? The RIA should not be dabbling in advising on trusts. They should know that they need to bring in somebody who has this particular skill. And if they’re not doing that, they’re doing the client a disservice by trying to give one-stop shop advice. Frazer Rice (22:06.85)Yep, no question about it. One of the things that…we delve into the world of trusts and their function, et cetera, is that you’re dealing with an ecosystem from client to outside advisor, whether RIA or even accountant, et cetera, that they’re looking for certainty and airtight. quality to these structures that you put them in place and then everything runs like a clock going forward. When in actuality, I think there is a bandwidth of risk around everything. And so it’s the poor trust officer or individual trustee who sometimes has to be the bearer of bad news to say, yeah, you know, I think this is going to work 98 % of the time, but there’s a 2 % problem here or we’ve got this to fix or something like that and everybody else sort of sighs with disappointment and gets mad at the administrative function when in actuality they’re really doing their job and trying to, you know, keep a lot of things that are spinning out of control kind of within view. How do you get a trust officer or that administrative function or even the full trustee function to be comfortable with that risk and everything that’s involved with that? Jennifer Zelvin McCloskey (23:20.504)You have to start with explaining that there is risk and we’re not our job is not as a trustee to eliminate risk. Our job is to manage and identify risk. It is inherent in the job. There is going to be risk. No matter what you do, you cannot divorce risk from trusteeship. It’s a matter of identifying perceived risk and actual risk. And if you can teach that, if you can teach These are the things that are going to trigger a likely outcome. They’re gonna trigger a likely risk. Then you can essentially, you can’t foresee everything. I mean, there are things that are just gonna happen. But in a trust instrument, you’ve got contingency plan upon contingency plan upon contingency plan. That’s what the flexibility of those structures are building. We need to, as trustees, be able to recognize What is the risk with contingency plan A? The risk with B? What is the risk with C? How can we minimize the risk? And how can we make sure that we’re managing perception of risk versus actual risk? Frazer Rice (24:29.31)as someone who’s been in trust companies, advised trust companies, advised trustees, and advised clients, the lack of appreciation for the management of that risk and that that as the intersection of the business model of trusteeship and risk management and use of discretion and making hard decisions and even kind of an insurance quality around these structures, how do you fix that, where people place a level of respect on the job that I think is completely lacking in the wealth management ecosystem? Jennifer Zelvin McCloskey (25:09.089)Absolutely. It’s a tough one to answer. How do you fix it? First and foremost, I think that it’s a top-down fix, especially at a corporate trust company, a bank, and even an independent trust company that’s not affiliated with a bank. The management has to… really understand the function of the trust company. For so long, it’s been just an extra service that we provide and and we’ll do this, the back office trust company. It’s really, really important that the management recognizes what the functionality of the trust company is and stops treating it as sort of a back office stepchild. From the corporate level, I think that’s the very first place we start. Frazer Rice (25:38.478)Mm-hmm. Jennifer Zelvin McCloskey (25:57.818)The second place we start is investing in our trust officers, investing in the team, giving them the education that they need, continuing to give them education, providing training programs, whether they be in-house, external, bring in trainers. None of this is set it and forget it. At the individual level, I think it’s really, really important to have functions like the Individual Trustee Alliance, groups like that, where you have an ability to talk to other professionals that are doing what you’re doing. That’s another way to impress upon people that we have to manage the risk and we can’t do it all alone. Nobody knows everything. You really have to, you have to talk to other people. You have to engage. have to, what is it called when we were practicing law and we’re a little bit outside of our comfort zone, we have to consult with other people who know more than we do. It’s our obligation as lawyers. It’s the same thing with a trust company, with a trustee, whether you’re an individual or you’re not. Widen that circle. Frazer Rice (27:08.474)I think this is my idea for the day that there’s got to be a bit of a public relations campaign sort of describing what’s going on here because I think especially when we go into the family members that sort of occupy these roles, they have no earthly idea what they’re doing. They’re usually doing it for free. Everything’s hunky dory up until a point and everyone hopes that everyone is not going to sue each other if something goes wrong. But the level of wealth that’s being transferred now is now so significant that everyone sort of talks about, AI is going to get rid of lawyers. Nope, not in fiduciary litigation. I think that’s a medium term growth industry, especially around insurance, around ILITs, around revocable trusts, around elder care. But this is my advertisement for people who are in law school looking for a productive way to go. I think that one is going to be, I think that one’s recession proof, at least for a while until I retire anyway. So my thought is that awareness over these things, and it’s probably going to take a very difficult case or a class action suit, something like that, where somebody really gets hurt in order for that awareness to come up. Jennifer Zelvin McCloskey (28:24.922)Yeah, I would agree. think that some of the solutions would include better trust education, you know, whether it be for RIAs, lawyers. Trust in the states is a throwaway class in law school. And there are so many law schools that are essentially rolling it back because bar exams aren’t testing it anymore in a variety of states. And ACTEC is definitely working with the law schools to try and increase trust in the states being taught and certainly being tested. So education for lawyers coming out of law school, education for RIAs that are advising on trusts, education for trust officers, for trust administrators, trust professionals in general, clear role delineation. What is the role of the RIA? The role of the trust officer? What is the role of the trustee if they’re an individual trustee? And then creating a culture of collaboration on what we’re doing as a team for the beneficiary, not substitution, but collaboration with the advisors and the trustees. Frazer Rice (29:32.59)Let’s go into the role delineation for a second. About 20 or 30 years ago, the concept of bifurcating or sort of cordoning off the different functions I described before the investment, the administration and the distribution has come into vogue. I think that came out of frustration with bank trust companies where you got one set of advice for every trust that they had as far as investments and distributions and administration and a lot of modern larger families wanted something a little bit more specific to their needs. And that’s really turned, it’s exploded as an industry for increasing sophistication and size of wealth. Along those different functions, where maybe the administration goes to a professional trust company or a trust officer in the state that you want, Then there’s some intersection maybe in the distribution committee. And then the investment side of it is a bit of a free for all, think, depending on what you’re, dealing with. How do you educate the, that continued the delineation, but the coordination within those types of structures. Jennifer Zelvin McCloskey (30:41.275)Yeah, I think it’s really important. And I’m a Delaware lawyer. I’m licensed in multiple states, but Delaware is my home. It’s where I learned how to be a lawyer. It’s where I grew up as a lawyer. So this directed trust model that you’re describing, where you’re bifurcating, truly bifurcating these particular functionalities of a trustee, it originated in Delaware. sort of, we didn’t, I mean, we invented it, right? We codified it. It was being done, but we codified it. The idea of making sure that everybody understands what their function is and knowing that there’s a limit of liability that’s built into the instrument and communicating what that means to the RIA that is named in the document. I can’t tell you how many times I have heard companies, heard trust companies say, we’re advisor friendly. And I’m like, not unless you’re directed, you’re not. Frazer Rice (31:37.528) “THE TRUSTEE CRISIS: Navigating the Challenges”Yeah. Jennifer Zelvin McCloskey (31:40.439)If you are directed, you are 100 % advisor friendly because there’s no chance that that trustee is going to try and take the investment management. They’re not a portfolio manager. Not a clerical administrator. They’re not a passive rule follower. We need to identify what does that trustee actually do when they are an administrative or directed trustee. Clarify that role so that people who are engaged in this bifurcation, this structure where we’ve got a distribution committee, maybe it’s individuals who are close to the family, close to the beneficiaries, where you don’t have somebody who’s objectively uninvolved with the family members making decisions as to whether or not there’s a distribution that should be made. But also advising those rolls those advisors that your administrative trustee is not just a pencil put a paper pusher. Not just checking boxes. They really do add value to the role that they provide and making sure that everybody understands what each other are doing, having regular meetings amongst the team instead of operating in a vacuum or operating in a silo. And taking the approach of it’s not my job, misunderstanding trustee powers and the advisor’s authority. So when that’s delineated, when that’s really understood, not just by the advisors, but also by the beneficiaries, there are so many beneficiaries out there, Frazer, that have absolutely no idea that they actually hold all the cards. They don’t know. Frazer Rice (33:25.87)Along that line, so in the administrative, we just walked through pretty nicely. The distribution function is one that, let’s talk a little bit for a second about what it means to ask a trustee for a distribution and maybe the difference between income and principal and why having a steady hand at the wheel within that function, whether it’s a corporate trust company of qualified individual or family input in that function, why real good thought needs to go into how that’s staffed. Jennifer Zelvin McCloskey (34:04.73)Yeah, absolutely. 100%. In a corporate trustee ship or a corporate trust company structure, there’s always going to be distribution committees, right? So if you are the trustee, you’re going to have to go through a committee that’s looking at what your reasoning is for making that distribution. They’re asking questions about what have been the prior distributions? Have they come from principal? Have they come from income? What is the spend rate on that trust? How is this going to affect long-term spend rate? Is this an aberration? Is this something that’s gonna become a habit? Really understanding what the distribution, the guidelines are in the trust. What is the distribution standard? Making that decision? What are our factors? And how many people are at the table? Who’s communicating that to the beneficiary? Does the beneficiary know that the trust officer alone does not have the ability to say yes or no? That when they’re in this ecosystem of a corporate trust company, they have their checks and balances to make sure that that risk is being managed. So when you’re looking at corporate trust companies, are a lot of layers behind understanding what the distribution standard is, whether it’s hems or if it’s purely discretionary. The other thing that you need to look at when it’s not a corporate trustee and it’s an individual trustee is, how is that individual trustee making that decision? Are they doing it in a vacuum? Alone? Are they favoring one beneficiary over another because they like them more, you need to have some communication to the beneficiaries so that they understand what they are, what their interest is, what they are entitled to, if anything, and why the trustee stands in that position as the gatekeeper. And I really think in my heart of hearts, we need to make a shift from a gatekeeper trustee Jennifer Zelvin McCloskey (36:16.708)to a beneficiary enhancement trustee, where the beneficiary is really taking on the understanding that the trustee is there to facilitate enhancing the beneficiary’s life. That even though the trust may have started at the outset as a tax strategy or something that the grantor decided they needed to do with the advice of counsel. At the end of the day, you wouldn’t have been named as the beneficiary if there wasn’t some sense of love or obligation even, that it’s for your benefit. It’s in the name. Beneficiary. Trustees need to understand that and beneficiaries need to be taught. Frazer Rice (36:54.958)Right. Frazer Rice (37:00.646)And it goes to the circle back to the notion of making sure that you write down the whys of the decision because ultimately if the concepts of favoritism or you didn’t communicate this or anything, the idea of having the beneficiary submit a budget but having them understand why they are submitting a budget and then if there is some discretion that’s happening around that decision that the data points that are informing that discretion, that’s gonna keep everybody safe a lot later on. Jennifer Zelvin McCloskey (37:32.666)Absolutely. I break it down into a couple of different factors. It’s fiduciary decision making. How is that fiduciary making the decisions they’re making? Why are they making those decisions? And who is being affected by the decisions? Document interpretation. Do you understand the document that you’re administering? If you don’t understand the document you’re administering, hopefully best case scenario, you know what you don’t know and you ask. But if you don’t understand the document and you don’t even have the wherewithal to say, hey, I need help to understand the document, it’s really problematic. The third part, balancing beneficiary interests. Really taking on board this idea of the principal income problem that all the assets in the trust are not the same. That some of it doesn’t at all in any way affect a certain class of beneficiaries. And at the same time, it’s inextricably intertwined in the way that it affects another class of beneficiaries. And then risk management and governance. How is this being governed? How are we managing perceived and actual risk as a trustee? Frazer Rice (38:40.13)The investment function, which I alluded to before, I see storm clouds on that horizon, not really at the RIA level, because I think there’s sort of a default mode that investment policy statements are in place. Diversification is a true commodity at this point. And I never really worry about an RIA sort of understanding how to invest to get to a certain expected return and deal with the risks and drawdown and all that stuff. The storm cloud I see is when individuals sit in that role and they are being tasked with, let’s call it quote unquote, overseeing concentration, meaning that trust is holding a building, farmland, a nuclear reactor, crypto, all of these different things that sometimes can be, A, they have their own different maintenance responsibilities that are not just looking at a fidelity statement, but that they also have their own volatility And, you know, in the case of a building, you got to make sure it’s managed correctly. are they going to get sued or the windows kept up, all of that stuff, and that there’s a whole different component there. And I’m waiting for the shoe to drop on some fact pattern there where somebody is sitting in the role of an investment advisor. It doesn’t say trustee in the document, so they don’t really think that they have trustee liability. But. they sit in that role and all of a sudden somebody finds 10 55 gallon drums of green fluid in the basement of a building and all of a sudden the trust has a big set of red brackets that say minus $100 million that you owe to the federal government and the EPA. How do you think about that? Jennifer Zelvin McCloskey (40:21.454)Hmm. Jennifer Zelvin McCloskey (40:25.242)That’s a heavy question. so the Delaware stock answer, obviously, direct it, right? It’s just to get the trust, cut off the liability. At the first, at the inception of your hypothetical is bad drafting, right? So if there’s no statement as to whether or not your investment advisor is acting as a fiduciary or not, Frazer Rice (40:35.042)Right. Jennifer Zelvin McCloskey (40:52.836)What does your statute say? Does your statute impose that they are as a default a fiduciary or not? So that’s the very first step. That’s bad drafting. We need to know. But if it’s silent, let’s say it’s just a lousy document, there’s, God knows. Anybody who’s seen trust documents knows that, you’ve seen them all, right? And everything in between. Some are good, some are bad. If this is a bad one. Frazer Rice (41:13.08)Seen good and you’ve seen bad. Jennifer Zelvin McCloskey (41:20.079)Then we need to document the statute. If we can correct it, modify the document, let’s modify it. But if all of that can’t happen, then I would say the best way to handle it, make sure you have adequate insurance. mean, over-insure that, over-insure it. Make sure that there’s regular checks on the actual… Assets that are in the trust, if you have a concentration and that concentration is real estate, get the advice of counsel, put that bad boy into an LLC, get yourself some distance from the actual asset itself being held in the trust, hold an interest, hold a financial interest, push it down to the corporate level. But if you can’t do all of that and you’ve got those 500 gallon drums of green fluid and now you’re… Frazer Rice (42:14.286)You Jennifer Zelvin McCloskey (42:15.371)You you’ve got a super fun site. What do you do? You don’t shy away from it. Have to address it head on. You got to take the accountability. You got to communicate and document, communicate and document some more. Talk to your beneficiaries. Make sure that they’re aware of where it went wrong, why it went wrong. Because I have found in my exposure in the industry over time and in reading case law, it’s when you’re trying to cover stuff up. Frazer Rice (42:43.913)Jennifer Zelvin McCloskey (42:44.027)You’re just making more problems. Bad news doesn’t age well. It doesn’t get better over time. You have to approach it head on and make sure that there’s communication and documentation. Meet with your beneficiaries. If there’s a trusteeship where you are appointed as a trustee individually and you’re not having at least quarterly meetings with your beneficiaries, If you’re not going out and seeing the asset, if you’re not going out and making sure that the asset is properly custodyed, you’re not, you’re violating your fiduciary duty. You are not doing what you’re supposed to do. Frazer Rice (43:21.804)You brought up an interesting word there, custody, which is the administrative function, whether held corporately or individually, one of the major things you have to do is to safeguard the assets. And that’s a big two syllable word that carries a lot of weight with it. That custodial function, how do you teach the trust officers or the individual trustees where that starts and stops? Jennifer Zelvin McCloskey (43:48.579)Yeah, mean, custody is super, it’s a really touchy, touchy subject, especially with the dynamic way that trusts have developed in the current climate from tangibles. You know, I’ve got artwork and my beneficiary wants to hang the artwork in their house. Well, do you have custody? Has it been assigned to the trustee and how do you maintain that asset? Make sure nothing’s happening to it. Do make an appointment, go over to the, visit your artwork? What if it’s prize horses, you know? What if it’s, you know, a stud that, you know, we’re gonna need to breed and it’s gonna be the next Triple Crown winner? How do you make sure that the barn is properly safeguarded? It’s a really touchy subject, especially with things like tangibles and things like assets held away when you technically custody the asset, but you don’t have control over the asset. I think in the education part for custodying, what I do in my programs and when I teach this is I make sure that we talk about different types of asset classes. And what the risks, again, what are the risks that you run with these asset classes? How can we manage the actual and the perceived risk of holding that asset? Even if you have custody and name only, but you don’t have physical custody, how do you maintain your control over that asset? Because it’s really the C’s, right? The custody and control. Just because you don’t have custody doesn’t mean you don’t have control. So we have to make sure that there’s an education that’s provided about the different asset classes, whether it’s tangibles, intangibles, assets held away, if it’s a concentration of stock, if it’s crypto, and most trust companies are not taking crypto. I think that there’s like a circuitous way that they’re getting in right now, but it all boils down to education, isolating what the issue is and educating people on it. Frazer Rice (45:59.586)I’ll give you a third C, it’s consequences, which is what happens when you don’t understand these functions. on the crypto side of things, Jennifer Zelvin McCloskey (46:01.786)Uhhh Frazer Rice (46:11.544)Holds the key to get to the crypto. What happens if that trust officer quits and walks away with the key and they’re like, well, multi-sigil figure this out. I’m like, okay, that’s not that. That doesn’t make me feel great at the moment. And now there have been some advances, which is good, but traps for the unwary to be sure. the good news too for crypto is for people who want exposure, the spot ETFs take away 90 % of the problems with that. But as we start to think about winding down here, because I have a feeling we could probably talk for four or five hours on this subject, when putting your programs together, what does a curriculum look like? And we don’t have to go through it bit by bit, but how does that work when someone comes to your program? How much time does it take? What’s the commitment? Jennifer Zelvin McCloskey (46:47.172)Yeah, I think so. Frazer Rice (46:54.851)Mm-hmm. Jennifer Zelvin McCloskey (47:06.33)So the program that I created that’s really available anywhere across the country is called the Peak Trust Management Certificate Program. Peak Trust Company, may be familiar with it. They have name rights because they gave the donation to the University of Delaware for me to build the program. So it’s housed at the Lerner College at the University of Delaware, but bears the name of Peak Trust Company. I look at five different things. The first thing is trust law and administration. So like I said previously when we were talking, you lay that foundation of what is the legal component of this? What is the baseline that people have to know? And then what is the administration? The second component is, and it’s inextricably intertwined as taxation. What is the income tax? What are the deductions? And now let’s take all of that income tax knowledge, individual income tax knowledge, and build on it with fiduciary income tax. What is DNI? What is FAI? How does it go out to the beneficiary? What’s the character of the distribution? How do we manage that? What are we deducting in the trust? So teaching taxation and not because trustees necessarily are tax preparers, but because the trustees obligation is to be able to understand and read that tax return, they need to know how to spot problems. So from my perspective, teaching fiduciary income tax is a critical component. It also helps. Yeah. Frazer Rice (48:38.828)No, no, I was gonna say no question about that. And there are elections to make, just because it doesn’t just go on autopilot, there are choices to be made so that if you’re the trustee, you may not have to prepare the tax return, but you may have to make a choice on the tax return and you’ve got to be informed because that can be an issue. Jennifer Zelvin McCloskey (48:58.651)65 day elections, perfect example, right? You just, you need to understand what your role is and how it overlaps with that of the CPA. The third part, of course, investments. Investments are inextricably intertwined, whether you’re doing it yourself as the trustee or you’re directed or even delegated, which is like the hairy scaries of every trusteeship known to man, because you’re not actually in control, but you’re responsible. So it’s the gray. When I build a program, because of the, you know, the directed trusteeship being so popular in today’s day and age, we have to talk about not just investments of, you know, marketable securities, not just the custody of tangibles, but also subscription documents, because so many alternatives are held in trust right now. unique assets, need to know how the trustee is actually carrying out their fiduciary duty when it comes to engaging in an investment that is an alternative investment. The fourth component is of course compliance. We cannot ever get away from compliance and I think we could do a whole nother podcast on compliance in trusteeship but. You know, it’s a regulated entity. And even if you’re an individual trustee and you’re not using what those compliance frameworks are, what the guidelines are by OCC, Reg 9, FDIC, if you’re not looking at that and using that as a guideline, don’t do the job. understanding KYC, BSA, AML, all of those compliance components that have tentacles. That’s the fourth part. And then for the fifth part of this program, because it’s specifically geared toward trustee education in trust companies, although it can be applicable, very applicable to individuals, is operations. I was very fortunate that I was able to partner with SCI on building the operations component. So we license their platform called Plato. It’s essentially their training platform. Jennifer Zelvin McCloskey (51:12.888)so that trustees can see how fees are set up, fees, that’s a whole other podcast, fees, statements, distributions, how are we doing this? How are we documenting everything? What are the logistics of the day-to-day operations? So that’s how I built the program and it’s available anywhere in the country. It’s 10 weeks, how long does it take? I would say from three to five hours a week of an investment that you’re making at a bare minimum. Obviously there’s a whole lot more of depth that you can go into. The resources are built in. But I would say 10 weeks, about 50 hours of time where you’re actually engaging with the material. And then I bring in guest lecturers on each different area of expertise for lack of a better description. And they get a certificate at the end, they get a digital badge, and now they really have something where they can add value day one in a trust company or as a trustee. Frazer Rice (52:17.902)With Delaware being, you one of the real gold standards as far as trust jurisdiction, I assume that everything that comes out of this program is pretty transportable to the other useful jurisdictions, let’s call it, within the country. know, the Tennessee’s, the South Dakota’s, the Nevada’s, the Alaska’s, Wyoming’s, New Hampshire’s, et cetera. Obviously, there are hairs to split with different foibles in their law, but everything that you’re describing sounds like works everywhere else. Jennifer Zelvin McCloskey (52:47.928)And I’ve always taken the approach, you’re 100 % correct, I’ve always taken the approach of UTC. I base everything off of UTC and if there’s something different or unique based upon the jurisdiction that you’re in, I always encourage people you have to look at your statute, you have to look at the jurisdiction that you’re actually practicing this in and administering in. I use Delaware, South Dakota, Alaska as examples quite often when we’re talking about the directed stuff, but By and large, it’s UTC. Frazer Rice (53:20.966)It just a weird subset. So special needs trusts and islets, which are two types of trusts, very specific. One holds life insurance. The other is designed to really take care of people who can’t take care of themselves. And they are types of trusts that a lot of trust companies don’t like to take on because the liability is harder or the profit margin is less. For those individuals who get the opportunity to participate in those and I put that in air quotes. How would you advise people to get ready for those types of situations? Jennifer Zelvin McCloskey (53:58.308)People who are in need of those types of trusts. Frazer Rice (54:02.122)Well, maybe both. The people who need those trusts, you know, they’re going to, they, you know, it’s almost like they get set up and then the staffing gets kind of figured out later, barely. And then, you know, the, for the people who end up taking on that role, they really have no idea of what they’re in for in a sense. Is there sort of like a mini, I’m not going to say a full course like you’re describing, but a crash course in, in what’s going on here and what can I do to keep myself safe? Jennifer Zelvin McCloskey (54:30.271)Unfortunately, no, I don’t know of one. and there isn’t much built in. there’s, we talk about a little bit in the program that I built, but, those are specialized and eyelets we talk about a little bit more there, you eyelets had their day and sort of they has done ish. but special needs trust. It’s a whole other ball game because It really incorporates state law and social security and Medicaid, all of those government benefits that I think you would need something more specialized than my program that I developed. And I don’t have a great answer for that, I’m sorry. Frazer Rice (55:12.482)No, there’s not a great answer for it because it’s tough. it’s a, all of which is to say for someone who’s involved with those things and feels confused by what’s going on, that’s one where it’s worth it to spend the money to lean on a dedicated Medicaid elder care, special needs type of lawyer on that front because there are traps for the unwary. Okay, now we’re starting to butt up against an hour here of. Jennifer Zelvin McCloskey (55:29.764)Yes . . . Frazer Rice (55:38.827)Four hours. No, I’m kidding listeners. We’re not going to talk for four hours, but How do people find your program and and then I’ll ask a bonus question at the end Jennifer Zelvin McCloskey (55:49.339)So the program is on the University of Delaware’s website. You just type in peak trust management certificate and it’ll pop up. My name will be there. I think my picture might be there. It’s all over my LinkedIn. So if you look me up, you’re going to see the peak trust management certificate program. You can always email me, jennifer at zeldenlaw.com. Happy to push people into it. start, I’m in the new cohort right now. We’re two weeks into a 10 week program. But we have a new cohort starting in May. I think it’s May 4th. So may the fourth be with you. Frazer Rice (56:24.622)Terrific. So the final question here is really more of a crystal ball question. In this trust industry, trustee industry, what are the real, I’m going to say opportunities out there, and we’ve sort of painted a picture of doom and gloom and its low profit margin and things like that. Where can someone who is thinking from a business perspective about this find something? Once they’re properly educated about it and being able to participate in it. Jennifer Zelvin McCloskey (56:57.582)There are so many opportunities. There is an absolute need for good trustees everywhere. Trust companies from coast to coast, individual trustee alliance. People really, really need trustees. There’s tremendous opportunity with Heritage Institute, not the Heritage Foundation, but the Heritage Institute. There’s opportunities with…various family offices and various trust companies for education, for beneficiary education. So many opportunities out there. Trust companies are just clamoring for people. So if people are interested in becoming a trustee, getting that education, you will not have a hard time finding a job. Like you said, it’s basically recession proof. This wealth is going to transfer. We need sophisticated, knowledgeable trustees. on the receiving end of that transfer so that it happens correctly. Frazer Rice (57:56.578)I’d go so far as to say financial advisors. I just gotta say, a CFP is useful, CFA is on your investment side, but something like this, you know so much more about how intergenerational wealth works than what’s happening in those particular situations that I think it helps people stand out when I see something like that on a resume. Jennifer Zelvin McCloskey (58:00.302) “THE TRUSTEE CRISIS: Navigating the Challenges”That’s all the podcast. I hear you. I hear you. Frazer Rice (58:24.386) “THE TRUSTEE CRISIS: Navigating the Challenges”All right, with that, Jennifer, it’s great to catch up and I will have all of your information on the show notes and I will either see you at the ITA conference in Dallas or what I’m down in Delaware next. More Around “THE TRUSTEE CRISIS: Navigating the Challenges” BUILDING A TRUST COMPANY TENNESSEE AS A JURISDICTION DIRECTED TRUSTEES DELAWARE WELL BEING TRUST THE TRUSTEE CRISIS: Navigating the Challenges https://www.amazon.com/Wealth-Actually-Intelligent-Decision-Making-1-ebook/dp/B07FPQJJQT/ Keywords for THE TRUSTEE CRISIS: Navigating the Challenges trusteeship, wealth transfer, trust management, fiduciary duties, trust education, estate planning, risk management, trust administration, individual trustees, trust companies, the trustee crisis, navigating the challenges, the great wealth transfer,

One of the most common mistakes schools make is confusing a resource with a curriculum.A textbook gets adopted. A program is purchased. A shiny new initiative is rolled out.And suddenly everyone says, “Great… we have a curriculum.”But that's not curriculum.In this episode, Darrin sits down with Emily Makelky from the Curriculum Leadership Institute (CLI) to unpack what curriculum actually means and why empowering teachers to lead curriculum development can transform how schools serve students.Drawing on years of classroom experience and consulting with districts across the country, Emily shares how leaders can move beyond resource adoption and build sustainable curriculum systems that reflect their community, their teachers, and their students.The conversation also explores how leadership teams can prioritize curriculum work, avoid overwhelming teachers, and create structures that support long-term improvement.If you've ever wrestled with questions like “What should we really be teaching?” or “How do we align instruction across classrooms?” this episode offers practical insight for school and district leaders.In This EpisodeWhy a textbook is not a curriculumThe difference between resources and true curriculum alignmentHow schools can build local curriculum that reflects their communityWhy teacher voice and teacher leadership are essential in curriculum developmentHow leaders can create systems and routines that support curriculum workWhy going slow to go fast matters when implementing curriculum changesHow districts can create a long-range plan for curriculum developmentAbout Emily MakelkyJust like when she was in the classroom, Emily loves it when the “lightbulb” comes on for teachers.Combining her teaching experience with a foundation in business management, Emily now works as a consultant with the Curriculum Leadership Institute, helping schools and districts take a systematic approach to curriculum development and alignment.Emily's work focuses on helping educators clarify what should be taught, align instruction and assessment, and empower teachers to lead meaningful curriculum work within their schools.Resources Mentioned in the EpisodeCurriculum Leadership Institutehttps://www.cliweb.orgFree tools and resources (including the Long Range Plan template)https://www.cliweb.org/toolsandinspirationFree Long Range Planning Sessionhttps://calendly.com/d/3sk-z55-pg2/develop-your-long-range-planConnect with DarrinIf this episode resonated with you and you're looking for support in developing stronger leadership teams, clearer systems, and healthier school cultures, connect with Darrin.Website: https://darrinpeppard.com/Thank you to our Amazing SponsorsThis episode is sponored by DigiCoach, helping leaders capture real-time instructional data, provide meaningful feedback, and build clarity through strong systems. Go to digicoach.com and tell them you heard about them here on the Leaning into Leadership podcast for special partner pricing.This episode is also brought to you by HeyTutor, delivering high-impact, research-based tutoring that supports students while reducing leadership overwhelm. Connect with them at HeyTutor.com

In this sermon we address the topics of the canon and authority of Scripture. Scripture Lesson: 1 Corinthians 2 http://media.urclearning.org/audio/tm-canon-03-08-2026.MP3

While God loves his people, they reject him. Christ, however, through his work, secures salvation for his  wayward people. Old Testament Lesson: Isaiah 5:1-7 http://media.urclearning.org/audio/tm-reject-03-08-2026.MP3

How can restorative practices deepen learning in subjects like English, social studies, music, art, or science? In this episode, Claire de Mezerville López and Nikki Chamblee are joined by restorative practices instructional coach Erika Schwanbeck on the Restorative Pedagogies series of the Restorative Works! Podcast to explore what meaningful curriculum collaboration can look like in practice. Erika shares concrete examples of how concepts of restorative practices can be intentionally woven into content instruction through reflective circle lessons, student-centered assessments, and collaborative planning with teachers. From analyzing historical leadership through the Engagement Window to writing Blues songs connected to emotional regulation, she illustrates how restorative practices support critical thinking, voice, and relevance across disciplines. The conversation highlights the power of shared language, reflective tools, and student agency—not only to strengthen school culture, but also to enhance understanding of academic content. Erika emphasizes restorative practices as a way to slow down learning in order to go deeper, helping students connect curriculum to their lived experiences while building empathy, accountability, and relational skills. Erika Schwanbeck is a Restorative Practices Instructional Coach at the secondary level in the Hatboro-Horsham School District, bringing 20 years of educational experience to her role. In her role, Erika designs and facilitates proactive programming that builds community, strengthens relationships, and equips staff with practical strategies to foster a positive school climate. She also provides responsive support through restorative conferences that prioritize accountability, connection, and repair. In addition, Erika teaches a middle-level restorative practices course designed to help students develop the skills needed for empathy, communication, and problem-solving. Tune in to explore how integrating restorative practices into lesson plans can transform the learning experience in any classroom.

This episode explores how the recently enhanced AICPA Model Business Valuation (BV) Curriculum is designed to help prepare the next generation of valuation professionals. A panel of academics and practitioners discuss why the curriculum was developed, the challenges it aims to address along the ABV pathway, and how it introduces the analytical, modeling, and strategic advisory skills that today's market increasingly demands.  The Curriculum provides a: Clear, confidence‑building pathway to the ABV credential that supports the accelerating demand for valuation expertise Cohesive, market‑relevant framework that unites accounting and finance to develop high‑impact analytics, modeling, and advisory capabilities Flexible, scalable structure that empowers institutions to elevate and differentiate their academic programs Guests:  Dereck Barr-Pulliam, Ph.D. Director of the School of Accountancy and Associate Professor of Accounting at the University of Louisville Marcy Binkley, Ph.D., CPA, CMA, Assistant Professor of Accounting at Middle Tennessee State University Ernest Patrick Smith, CPA/ABV/CFF, Managing Partner, Nawrocki Smith LLP and Adjunct Professor Hofstra and SUNY Old Westbury Host:  Nene Glenn Gianfala, CPA/ABV, Senior VP and Shareholder, Chaffe & Associates, Inc. Thanks for listening. It takes just a couple of minutes to share your feedback. You can also contact us directly at podcast@aicpa-cima.com RESOURCES FOR FURTHER EXPLORATION If you're using a podcast app that does not hyperlink to the resources, please visit our podcast platform to access the show notes with direct links.  AICPA Model Business Valuation Curriculum What is the ABV credential? Join the AICPA : This Way To CPA   JOIN:  The FVS Engage365 Member Community to collaborate with fellow AICPA® members, exchange ideas, and shape the future of the profession together. EARLY CAREER GUIDANCE:  Welcome to a career in forensic and valuation services Exclusive content available with AICPA FVS Section membership: Click here to join this active community of your FVS peers. You will get 16 credits of complimentary CPE and access to rich technical content FVS Valuation Podcast archives - Check out what we have to offer Women Leaders in Business Valuation  The Business Valuation Profession Enhancing Professional Growth through AICPA FVS Section Resources and Participation LEARN MORE ABOUT THE FOLLOWING AICPA CREDENTIALS: Accredited in Business Valuation (ABV®) – Visit the home page and check out the ABV infographic Certified in the Valuation of Financial Instruments (CVFI®) – Visit the home page and check out the CVFI infographic Certified in Financial Forensics (CFF®) - Visit the home page and check out the CFF infographic This is a podcast from AICPA & CIMA, together as the Association of International Certified Professional Accountants. To enjoy more conversations from our global community of accounting and finance professionals, explore our network of free shows here. Your feedback and comments are welcomed at podcast@aicpa-cima.com

Sonya sits down with Katie Thacker to share the story behind the new curriculum from Simply Charlotte Mason. The Story Behind Simply Charlotte Mason's New Curriculum originally appeared on Simply Charlotte Mason.

Strap in guys, we're taking a deep dive into the realm of want, desire, and interoception. This week on Schauer Thoughts the mind is taking a back seat to the bodies inner-workings and process - we'll be giving a voice to the beautiful being that gives us a voice. I hope you enjoy listening to me or at least yourself.  Link to my Substack post: How To Be The Type of Person Who Loves Reading and Learning Substack Post - https://substack.com/home/post/p-179871707  Make sure to check out the wonderful researcher who inspired this episode: Dr. Nai'a on Tiktok https://www.tiktok.com/@naia_papaia/video/7611265785910103310?_r=1&_t=ZT-94GFOua6P4X  Resources: Visual Thinking: The Hidden Gifts of People Who Think in Pictures, Patterns, and Abstractions - Temple Grandin Enshitification: Why Everything Suddenly Got Worse and What to Do About It - Cory Doctorow This Is What It Sounds Like - Susan Rogers and Ogi Ogas Companies Are Desperately Seeking ‘Storytellers'  https://www.wsj.com/articles/companies-are-desperately-seeking-storytellers-7b79f54e?gaa_at=eafs&gaa_n=AWEtsqemQvxYgchwXwkzI9btEgTEnCSu86tEActGU6LXgOMv_Hmjc9gknGlTvT3KbvI%3D&gaa_ts=69a75f83&gaa_sig=k0Vp1rLUO3Z7LSgPcCMAOXqD3Xwkwt6oGQR-mZgHdTaYRvYA6SwJR71JTTOmOpyQN3FLt-RNuAiAtTU1_snLAQ%3D%3D  Why the Polyvagal Theory is Untenable https://www.clinicalneuropsychiatry.org/download/why-the-polyvagal-theory-is-untenable-an-international-expert-evaluation-of-the-polyvagal-theory-and-commentary-upon-porges-s-w-2025-polyvagal-theory-current-status-clinical-applications-and/  A Clinician's Perspective on the Polyvagal Controversy https://www.psychologytoday.com/us/blog/well-connected/202602/a-clinicians-perspective-on-the-polyvagal-controversy  When Looking ‘Hot' Means Not Feeling Cold: Evidence that Self-Objectification Inhibits Feelings of Being Cold https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjso.12489  Objects Do Not Suffer: An Impact on Mechanistic Dehumanization on Perceptions of Women's Suffering and Lack of Justice in Domestic Assault https://pubmed.ncbi.nlm.nih.gov/37815050/  The psychological mechanism of self-objectification: the interaction between sociocultural pressures and self-esteem https://pmc.ncbi.nlm.nih.gov/articles/PMC12517067/  Body image disturbance, interoceptive sensibility and the body schema across female adulthood: a pre-registered study https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1285216/full  Interoception: A Multi-Sensory Foundation of Participation in Daily Life https://pmc.ncbi.nlm.nih.gov/articles/PMC9220286/ Why You Do the Things You Do  https://www.psychologytoday.com/us/blog/thinking-more-affectively/202512/why-you-do-the-things-you-do The Affective Side of Interoception  https://www.psychologytoday.com/us/blog/thinking-more-affectively/202512/the-affective-side-of-interoception The Affective Side of Certainty https://www.psychologytoday.com/us/blog/thinking-more-affectively/202512/the-affective-side-of-certainty/amp Learn more about your ad choices. Visit podcastchoices.com/adchoices

HOUR 3: If a school district runs out of money, what do you cut? The arts? Sports? Curriculum? full 2077 Wed, 04 Mar 2026 22:00:00 +0000 AuieHtYn6jX2n8sdalDDK9A70ZIyyMR8 news The Dana & Parks Podcast news HOUR 3: If a school district runs out of money, what do you cut? The arts? Sports? Curriculum? You wanted it... Now here it is! Listen to each hour of the Dana & Parks Show whenever and wherever you want! © 2025 Audacy, Inc. News False

Sonya sits down with Katie Thacker to share the story behind the new curriculum from Simply Charlotte Mason. The Story Behind Simply Charlotte Mason's New Curriculum originally appeared on Simply Charlotte Mason.

This edWeb podcast is sponsored by Amplify.The webinar recording can be accessed here.Reframe how you think about reading in your classroom. In this edWeb podcast, join three powerhouse educators (who are also the voices behind the award-winning podcasts Science of Reading: The Podcast and Beyond My Years) for a conversation that revolutionizes your teaching approach, no matter what subject you teach.Dr. Susan Lambert, host of Science of Reading: The Podcast, Ana Torres, host of the Beyond My Years podcast, and Eric Cross, Beyond My Years' Classroom Insider, come together for an inspiring discussion that expands your understanding of how literacy fits into every subject area. These passionate educators share why this is such an important topic and what it looks like in practice.Listeners:Discover strategies to weave literacy seamlessly into your classroomLearn approaches and tactics for supporting multilingual learnersGet strategies for developing academic language across all subjectsExplore what literacy instruction looks like in an adolescent classroomThis edWeb podcast is of interest to PreK–8 teachers, school leaders, and district leaders.AmplifyHelping teachers celebrate and develop student thinking.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.

As we celebrate five years of The Teacher Think-Aloud Podcast, we're revisiting some of the conversations that have most shaped our thinking—and, we hope, yours. These episodes reflect the heart of our work: thoughtful dialogue, reflective practice, professional growth, and courageous conversations about what it truly means to teach English in a complex, evolving world.Whether you're listening for the first time or returning with new classroom experiences behind you, we invite you to engage with this episode through fresh eyes. Notice what resonates differently. Consider how your thinking has evolved. Reflection is not a destination—it's an ongoing practice. Thank you for being part of this community for the past five years. Here's to the next chapter of thinking aloud together.---In this episode, we revisit a powerful conversation about representation in the English language classroom and why it must go far beyond stock photos or surface-level diversity efforts. Drawing on scholarship, classroom practice, and honest reflection, we examine how curriculum choices, texts, and classroom narratives can either reinforce dominant perspectives or intentionally expand whose voices are heard. From identity mapping activities to interrogating the “single story,” this episode challenges educators to consider how power operates through materials, language, and syllabus design—and what it means to teach English in ways that affirm, humanize, and accurately represent the diverse students sitting in front of us.Episode ResourcesAdichie, C. N. (2009, July). The Danger of a Single Story. Ted.com. Gerald, J.P.G. (2020). Decoding and decentering whiteness in the ELT classroom. IATEFL YLTSIG Annual Web Conference.Gerald, J.P.B. (2021). On the Inherently Colonial Structure of Language Education, with Gabriella Licata. Unstandardized English Podcast (S3E4).Gerald, J.P.G. (2020). Worth the Risk: Towards Decentring Whiteness in English Language Teaching. Hunter College, CUNY.Jewell, T. (2020). This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do the Work. Frances Lincoln Children's Books. ‌Motha, S. (2014). Race, Empire, and English Language Learning. Teachers College Press.Teaching Strategy: Identity Charts | Facing HistoryExample Identity MapWang, R. (2020). Anti-Racist Pedagogy ResourcesWang, R. (2021). Transforming Anti-Racist Ideas Into Practice: The Story of a Teacher Book ClubQuestions for ReflectionAs language educators, we want to make sure we're representing more than just our own experience in the materials we present in the classroom. How do you go about incorporating diverse voices and realities in your curriculum?What strategies do you use to ensure that diversity is represented in your classroom? CHAPTERS00:00 Podcast Turns Five00:54 Relaunch Episode Theme02:31 Sponsor Message02:52 Thanksgiving Myth vs History05:25 Why Representation Matters06:42 Privilege and Scope08:37 Minoritized Groups in Class11:44 Creating Space for Stories13:52 Identity Mapping Activities15:53 Avoiding Tokenism18:28 Curriculum and Single Story20:31 Beyond Stock Photo DEI24:33 Syllabus as Power Tool27:22 Call to Action and Wrap#TeacherThinkAloud #ELTPodcast #RepresentationMatters #EquityInEducation #AntiRacistPedagogy #DecolonizingELT #InclusiveTeaching #CulturallyResponsiveTeaching #TESOL #ESL #ESOL #ELT #TEFL #ESLteachers #EFLteachers #LanguageTeaching #TeacherReflection #ReflectivePractice #TeacherDevelopment #CriticalPedagogy #EducationEquity #DiversityInEducation #TeacherGrowth #GlobalELT #TeachingEnglish #IdentityInTheClassroom

Medical school teaches anatomy, physiology, and clinical reasoning—but some of the most powerful lessons never appear in a syllabus. The hidden curriculum refers to the unspoken rules, behaviors, and cultural expectations that trainees absorb simply by existing within the system. Laurel, Hạ, and Lilly unpack how the hidden curriculum shapes professional identity in medicine. From navigating hierarchy and managing emotions to learning what is considered "good enough," these informal lessons can sometimes support growth—and sometimes quietly reinforce harmful expectations. The trio reflects on the gap between what medical education teaches and what trainees actually experience.

There are a lot of lies homeschool moms believe about their exhaustion. That they need a better curriculum. A tighter schedule. More discipline. But most of the time, the real answer goes much deeper than that. If you started this week with a cold cup of coffee, a house that doesn’t look like the ones on Pinterest, and a quiet voice in your head telling you you’re not doing enough — this episode is for you. Because that voice? It’s not telling you the truth. And the exhaustion you’re carrying? It’s not actually about the laundry. In this first episode of the Perfectionist to Present series, we’re pulling back the curtain on something most homeschool moms never talk about openly: the way perfectionism masquerades as responsibility — and slowly drains everything. What This Episode Is About: The Lies Homeschool Moms Believe This is a story. Several of them, actually. Because the truth about perfectionism — where it comes from, what it costs, and why it feels so hard to let go — can’t really be taught. It has to be recognized. And sometimes the fastest way to recognize something in yourself is to hear it in someone else’s story first. In this episode, you’ll hear about: A handmade circus tent (yes, really) and what it was actually about An eight-months-pregnant moment of abandonment and bone-deep exhaustion that cracked something open A Monday morning homeschool meltdown — the kind where you hear yourself yelling and wonder who that person is The childhood moment that quietly shaped decades of people-pleasing, peace-keeping, and proving And the first, small shift that made everything else possible The Thing Nobody Tells You About Perfectionism Most of us were never taught that perfectionism is a coping strategy. We were taught it was a personality trait — maybe even a virtue. She’s so detail-oriented. She has such high standards. She really cares. But here’s what’s underneath it: a belief, usually formed early and reinforced often, that your worth has to be earned. That if the house is clean enough, the birthday party elaborate enough, the homeschool schedule rigorous enough — then maybe you’ll finally feel like you’re enough. The exhausting part isn’t the circus tent. It’s the equation. If I do enough → I am enough. That equation is a lie. And it will run you into the ground before it ever delivers on its promise. For the Homeschool Mom Specifically There’s something uniquely brutal about perfectionism in the homeschool context. Because you’re not just managing a home — you’re also the educator, the curriculum director, the activity coordinator, the emotional regulator, and often the person holding the whole family’s nervous system together. The bar is invisible and always moving. And when Monday morning arrives and the kids are bickering, and the coffee is cold, and you snap — the perfectionist doesn’t just feel frustrated. She feels like she has failed. Like she is the problem. She isn’t. But it takes a while to see that clearly. This episode is the beginning of seeing it clearly. A Note on What This Series Is (And Isn’t) This month, we’re exploring four interconnected themes: Week 1 — Perfectionism: what it is, where it lives, and what it’s costing you (you’re here) Week 2 — The cost of keeping the peace: what years of self-erasure actually produce Week 3 — What coming back to yourself actually looks like Week 4 — Why you don’t have to do this alone (dropping the same day as our live retreat) Each episode will name something real. It won’t hand you a system. It will hand you a mirror — and maybe, if the timing is right, a door. Quotes Worth Sitting With “This isn’t about lowering your standards or caring less. It’s about caring about the right things.” “I was trying to silence that inner voice that told me I wasn’t good enough — a voice that had been shaped by harsh words from my childhood.” “I couldn’t accept imperfection in my family members because I couldn’t accept it in myself.” “I felt abandoned at the very moment I needed support the most.” “Every fiber of me was spent.” “You don’t rest because you’re at your wits’ end. You rest because you’re human.” If This Episode Resonated With You The moment after an episode like this — when something has been named, and you feel it in your chest — is actually really important. Not to do anything with. Just to be in. If you want a gentle, guided space to stay in that moment a little longer, I created a free mini-retreat you can do from your own home. Designed to help you pause, reflect, and reconnect with yourself without needing to go anywhere, or have childcare, or do anything perfectly.

Manar Alzraiy, a Palestinian education professional dedicated to resilience and equity in crisis-affected schools, brings together her colleagues from Gaza to talk about education since October 7 2023, how Israel's war on Gaza and forced displacement has destroyed the education sector, and what is needed to rebuild it both physically and intellectually. These interviews took place in the summer of 2025. Manar Alzraiy is an Atlantic Fellow for Social and Economic Equity and an education professional from Gaza, where she worked for ten years with UNRWA. At LSE, Manar conducted research on embedded inequalities in how United Nations humanitarian principles are applied in UN schools in Palestine. She is currently a fellow at the Harvard Graduate School of Education. Dr Alaa Ali Aladini is an Assistant Professor of Curriculum and Instruction (TEFL). He has over 23 years of experience with UNRWA-Gaza, serving as an English teacher, educational supervisor and education specialist. Dr Aladini brings extensive expertise in language education, teacher training and inclusive education. Asma Mustafa is an English language teacher who received the title ‘Global Teacher of the Year 2020' from the AKS Education Award in India, and the title ‘Palestine's Innovative Teacher of the Year 2022' for her applied eTwinning approach in English language teaching. Dr Mohammed Awad Shbeir holds a PhD in Educational Administration. He is also an education supervisor as well as an academic and educational researcher specialising in education and social issues. To find out more about Manar's work: https://afsee.atlanticfellows.lse.ac.uk/en-gb/fellows/2023/manar-alzraiy.

What if student-centered learning meant your students were running the coolest business venture at school—and made £5,000 in a weekend? Join me as we sit down with Ed Moore, an award-winning primary teacher and author of "100 Ideas for Primary Teachers for Greener Schools," to explore how environmental education becomes the catalyst for project-based learning, youth empowerment, and community engagement—whether you're teaching internationally or in your own backyard. Discover how one teacher's passion for gardening transformed an entire school culture—and caught the attention of Dr. Jane Goodall and King Charles. In this episode, you'll discover: How to embed environmental projects directly into your curriculum (not as an afterthought club) so every child benefits Practical, implementable ideas you can start tomorrow—from energy audits to student-led businesses that teach real-world skills like marketing, sales, and finance Why starting small in your own classroom creates a domino effect that eventually transforms your entire school How to leverage community experts and local businesses to amplify student learning and build genuine connections beyond the classroom Unlock 100 practical project-based ideas for creating greener schools—and learn how to empower your students to become changemakers. Get the Book: https://www.amazon.co.uk/100-Ideas-Primary-Teachers-Greener/dp/1801997845  Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard  Get the 12 Shifts Book: 'Where is the Teacher: 12 Shifts for Student-Centered Environments.'  Ed's Bio: Ed is a primary school teacher with experience in Early Years, Key Stage 1 and 2. Ed is passionate and enthusiastic about the environment, learning outdoors, gardening and young enterprise. Ed has integrated all these topics into the school curriculum encouraging children to lead and have a voice in these subjects by becoming experts themselves. This has been accomplished by each class making a pledge across the school each term to help people, animals or the environment. These qualities and subjects help drive and inspire innovative projects engaging children, staff and volunteers across the school and the wider community to join together. In a previous school, Eco Schools was at the heart of the life of the school. Ed wanted every child to leave with a real awareness of the local, national and global environment and how each one can make a real difference to the quality of the environment for everyone. Eco work was integrated into the curriculum and there was a real enthusiasm across the school for all of Ed's eco work. Ed also recognised that it has financial rewards too.

How can we weave somatic skills into our client work? What is a Feminine Embodiment Coach?  And what makes this style of coaching different to other somatic approaches?  We answer these questions (and more) during our Information Session for the Feminine Embodiment Coaching Certification.  Join Program Founder, Jenna Ward to explore our philosophy, name the techniques great practitioners should have & take a tour of the school & get these questions (and more) answered. This podcast is a preview of our Info Session held in February 2026.    Resources mentioned in this podcast:  Feminine Embodiment Coaching Certification  Download the Curriculum  Watch the full info session here (video & audio)  Testimonials & Praise from past participants

In today's episode we will be discussing educational policy and its nuances in the U.S. across all States.Our guests today include, Dr. Ben Kern - an Associate Professor in PETE in the College of Health Sciences, Kinesiology, and Health at the University of Wyoming. Dr. Kern is a national leader in physical education policy research. He currently leads the School Health Map and facilitated the development of the State of the States Policy Report. Dr. Kern is focused on policy implementation and advocacy to strengthen physical education and physical activity nationwide in schools. Dr. Kern has also established a unique line of inquiry that investigates the individual dispositions of physical education teachers and related socializing agents that impact their adoption of teaching practices consistent with promoting student physical literacy. Our next guest is Dr. Lisa Paulson is an assistant professor in the Department of Applied Human Sciences at the University of Minnesota Duluth. She currently serves as chair of the SHAPE America Physical Activity Council and co-chair of the SHAPE America PETE Standards Task Force. Her scholarship focuses on physical education policy work and school-based physical activity promotion.Originally from The Netherlands, our final guest is Hans van der Mars (Ph.D., The Ohio State University, 1984) is Professor Emeritus at Arizona State University where he oversaw the undergraduate, master's and doctoral degree programs in Physical Education Teacher Education/Sport Pedagogy. Dr. van der Mars is widely published, (co-) and authoring over 170 published research papers, professional papers, book chapters, proceedings papers, and three textbooks. He presents frequently at international, national, regional and state level conferences. Moreover, he has provided over 85 continuing professional development/outreach workshops and guest lectures for K-12 physical educators, teachers, graduate students, and colleagues nationally and internationally.Over Dr. van der Mars illustrious career, he has represented the physical education profession in various capacities of leadership, scholarship, and service.  Far too extensive to share today, but some examples include: Research Fellow distinction in the Society of Physical and Health Educators of America (2005), the American Academy of Kinesiology & Physical Education (2006), the North American Society of Health, Physical Education, Recreation, Sport, and Dance Professionals (2009), the International Association for Physical Education in Higher Education (AIESEP, 2019), and National Association of Kinesiology in Higher Education (NAKHE 2021). Hans has also been recognized with the following honors: the National Association for Sport & Physical Education's (NASPE) Physical Education Teacher Education Honor Award (2011) and the Curriculum & Instruction Academy Honor Award (2013). In 2018, he was inducted into the SHAPE America Hall of Fame. In 2020, the National Association of Kinesiology in Higher Education (NAKHE) recognized him with the Distinguished Scholar Award. In 2021, The Ohio State University's College of Education and Human Ecology presented him with its Alumni Career Achievement Award, while SHAPE America recognized him with the Luther Halsey Gulick Award in 2023. And in 2024, he received the White House Presidential Lifetime Achievement Award.https://schoolhealthmap.wygisc.org/

Emotional regulation is not a curriculum - and treating it like one backfires.Many pupils can explain their emotions, name calming strategies, and talk confidently about what they “should” do… yet still struggle to cope when things get hard in the classroom.In this episode of School Behaviour Secrets, you'll learn why teaching emotional regulation as a set of lessons often doesn't work, and how schools can accidentally make things worse by confusing facts about regulation with emotional regulation skills.Using a real-world pupil story, we break down:Why recalling strategies often fails when children are dysregulatedHow automatic behaviours always win under stressWhy motivation doesn't come first – and what should replace itAnd how regulation is built through repeated, practical, supported experiences, not curriculum contentYou'll also hear a simple, classroom-friendly model – Co-regulation, Practise, Fade - to help pupils develop regulation through co-regulation, without adding more programmes or workload.If you're supporting pupils who “know the strategies” but still struggle in the moment, this episode will help you reframe what's really going on - and what actually helps.Important links:Get your FREE Beacon School Support guide to helping children manage their strong emotionsGet our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbookDownload other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources.php

Before Christ returns, proper Christian gratitude is displayed in diligent Christian service. Old Testament Text: Psalm 2 https://media.urclearning.org/audio/tm-wait-03-01-2026.MP3  

In order not to be deceived and to be convicted of sin and eternal life in Christ, we need to hear the Scriptures alone. Scripture Lesson: 2 Timothy 3:1-4:8 http://media.urclearning.org/audio/tm-scrip-03-01-2026.MP3

Join me in the meadow today as I share planning my spring personal curriculum! This spring I am setting out to learn about low cost gardening, adding colour to my days, completing a project pan and so much more. Personal curriculums are a wonderful way to get offline and actually dive into areas we'd like to study and learn more about! So brew yourself your most favourite cup of tea and let's cozy on up!

In this episode, Stacey talks with Melanie Meehan and Maggie Roberts about their book, Foundational Skills for Writing: A Brain-Based Guide to Strengthen Executive Functions, Language, and Other Cornerstones for Writers. The discussion highlights the "Conversations with a Colleague” sections, which bring expert voices to teachers and promote classroom collaboration. Melanie and Maggie explain how graphic organizers serve as thinking tools that support executive functioning and make writing more accessible. They also discuss the connection between gross motor development and fine motor writing skills, sharing strategies for learners of all ages. The episode offers practical tips on topics like cognitive flexibility and playful sentence combining.ABOUT TODAY'S GUESTSMaggie Beattie Roberts is a national literacy consultant, author, and highly sought-after professional learning facilitator. As co-author of DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence (2016; with Kate Roberts), Maggie continues to empower educators with tools that enhance student learning and independence. Her forthcoming book, Unboxing the Curriculum, helps educators and school leaders navigate prepackaged curriculum and tailor it to their students' needs. Learn more about Maggie's work at kateandmaggie.com Melanie Meehan opened The Writing Clinic, an in-person and online center for inspiring and nurturing competent, confident, and joyful young writers, after retiring from her public school position as an Elementary Curriculum Coordinator. Melanie's published works include Every Child Can Write (2019), The Responsive Writing Teacher (2021), and Answers to Your Biggest Questions About Teaching Elementary Writing (2022), all published by Corwin Press. GO DEEPERLandmark College in Putney, VTPurchase Foundational Skills for Writing: A Brain-Based Guide to Strengthen Executive FuncSend a textPlease subscribe to our podcast and leave us ratings/reviews on your favorite listening platform.You may contact us directly if you want us to consult with your school district. Melanie Meehan: meehanmelanie@gmail.com Stacey Shubitz: stacey@staceyshubitz.com Email us at contact@twowritingteachers.org for affiliate or sponsorship opportunities.For more about teaching writing, head to the Two Writing Teachers blog.

#262: March brings a quiet but powerful energetic shift, and instead of chasing a dramatic glow-up or “becoming unrecognizable by summer,” we're doing something smarter: a Life Edit.In this month's curriculum, we're walking through exactly how to audit your life, clear low-level misalignment, edit your environment, and upgrade your internal operating system so your habits, decisions, and identity actually reflect the woman you're becoming.You'll learn:How to conduct a Life AuditWhy “low-level misalignment” is secretly draining your energyThe psychology behind how your environment shapes your habits and identityHow to define your personal operating system so you stop renegotiating every dayPlus: homework assignments for the month, a 31-day Spring Clean Your Life challenge, a book recommendation that will change how you think about habits, and a surprising movie that perfectly illustrates the Life Edit in action. If you're ready to stop living on autopilot and start living intentionally, this is your March reset.Follow The Everygirl's 31-Day “Spring-Clean Your Life” Challenge here: https://theeverygirl.com/spring-clean-your-life-challenge/For Detailed Show Notes visit theeverygirlpodcast.com Hosted on Acast. See acast.com/privacy for more information.

If God has called you to start a homeschool co-op, at some point you'll face this question: What are we actually going to teach… and how do I build the schedule? You might have a vision… but when it comes time to choose classes, pick curriculum, and create a plan, it can suddenly feel overwhelming. Where do you start? How do you know what to offer? What basic systems do you need to have in place to keep your co-op running smoothly? In today's episode we're walking step-by-step through how to plan your co-op classes and schedule with clarity and confidence, using the people, resources, and calling God has already placed in your community. Because when your mission is clear… your plan becomes simple. So grab a notebook… and let's build your co-op from the ground up. Bible verse: I Cor 3:6-9 I planted, Apollos watered, but God gave the increase.  So then neither he who plants is anything, nor he who waters, but God who gives the increase.  Now he who plants and he who waters are one, and each one will receive his own reward according to his own labor.  For we are God's fellow workers;   Links: Episode 8: Mission Statement Part 1 Episode 10: Mission Statement Part 2 Episode 80: Creating Successful Systems for Registration   Rainbow Resource Center Cathy Duffy Homeschool Reviews   Next Steps:  Schedule a coaching call:  https://homeschoolcommunitybuilders.com/ Join our Facebook group- Lead Your Homeschool Co-op https://www.facebook.com/groups/72507320516066 Become a Lead Your Homeschool Co-op Insider and get first dibs on valuable resources to help you lead, organize, and connect your community.  https://homeschoolcommunitybuilders.com/contact/ Contact us! info@homeschoolcommunitybuilders.com

Marc Cox interviews Mark Pratt, a candidate for the Fort Zumwalt School Board, on the importance of spring elections and engaging low-turnout communities. Pratt discusses his platform prioritizing parental input, transparency, and fiscal responsibility while addressing curriculum oversight, administrative salaries, and local school policies. He emphasizes the need for door-to-door outreach and voter mobilization to counter low participation rates, citing practical examples from his campaign and strategies for informing constituents about critical district issues. Hashtags: #MarkPratt #FortZumwalt #SchoolBoard #LocalElections #VoterTurnout #Curriculum #MarcCox #Education #Politics

The time is now! This week we're discussing how to create your own individual curriculum, an endeavor I happen to have extensive experience with. We will be breaking this series into parts as I want to readjust some understanding, reframe some concepts, and give insight into best practices to maintain longevity. Please have your notebooks out and your listening ears on or just relax tbh (we value personal choice in the communal Schauer) because this refresher will be heavy.  Don't worry, next week will be on creative execution! Make sure to like, subscribe, rate me 5 stars, and follow along, you may learn something new.  Please follow Elizabeth! —> https://www.tiktok.com/@xparmesanprincessx  Resources: Visual Thinking: The Hidden Gifts of People Who Think In Pictures, Patterns, and Abstractions - Temple Grandin  The Data Detective: Ten Easy Rules to Make Sense of Statistics - Tim Harford  This Is What It Sounds Like - Susan Rogers and Ogi Ogas Decisionscape: How Thinking Like an Artist Can Improve Our Decision-Making - Elspeth Kirkman Connections Over Compliance: Rewiring Our Perceptions of Discipline - Lori L. Desautels, PhD Below this is the online powerpoint Slideshow for “Applied Educational Neuroscience/Brain, Adversity and Resiliency https://static1.squarespace.com/static/5ceee1ee9cd4360001a1cfca/t/5d8e307c5a5a131029422a4d/1569599618600/Desautels+PowerPoint.pdf Struggling to Find a Hobby That Sticks? Try a “Personal Curriculum” https://theeverygirl.com/personal-curriculum-tiktok-trend/ How to Start Researching as a Hobby https://substack.com/home/post/p-168506463  How to Be The Type of Person Who Loves Reading and Learning https://substack.com/home/post/p-179871707 How Words Shape Consciousness: New Research Reveals The Deep Link Between Language and Awareness https://thedebrief.org/how-words-shape-consciousness-new-research-reveals-the-deep-link-between-language-and-awareness/  No brain, no gain: Neuronal activity enhances benefits of exercise https://penntoday.upenn.edu/news/no-brain-no-gain-neuronal-activity-enhances-benefits-exercise No Child Left Behind: What Worked, What Didn't https://www.nhpr.org/education/2015-10-27/no-child-left-behind-what-worked-what-didnt  Learn more about your ad choices. Visit podcastchoices.com/adchoices

How a natural disaster turned into our main homeschool course In this episode, I share how one of the biggest flooding events in our community forced us to put down the workbooks and step into real-time learning — from emergency prep and evacuation plans to tracking river levels and navigating uncertainty as a family. But this episode isn't just about homeschool. It's about how real-life disruptions can become powerful classrooms. We talk about: How to pivot instead of panic when plans fall apart Teaching preparation without teaching fear Letting kids participate in problem-solving Modeling faith during uncertainty Learning humility by receiving help Why reflection after hardship builds resilience Sometimes the most important lessons don't come from a curriculum you planned. They come from moments you didn't. If you're a parent navigating interruptions, unexpected stress, or seasons that don't look like what you imagined — this episode is an invitation to see the classroom hiding in the chaos. Because sometimes, life becomes the lesson.   If you want to learn how to embrace the Dirt on your journey, come join me over on Substack at kawailani.substack.com    

Karen Vaites, founder of The Curriculum Insight Project, joins us to discuss the evolving debate over curriculum reviews and state adoption policies. As more states look to third-party evaluations to guide decisions—and some consider mandating state-approved lists—how can policymakers avoid making costly mistakes?Then on the Research Minute, Amber Northern examines new evidence on whether teacher effectiveness truly transfers when high-performing educators move into lower-achieving schools.Recommended content:Educators Were Sold a Story About Phonemic Awareness —Karen Vaites, The Curriculum Insight ProjectWhat American Education Reformers Can Learn from England — Helen Baxendale, Education NextIs Teacher Effectiveness Fully Portable? Evidence from the Random Assignment of Transfer Incentives —Matthew A. Kraft, John P. Papay, Jessalynn James and Manuel Monti-Nussbaum, EdWorkingPapers (2026)Feedback Welcome: Have ideas for improving our show in 2026? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

What happens when you snap at your kids — and then spend the rest of the day punishing yourself for it? That's the homeschool mom inner critic. And it's running your days more than you realize. That's not a homeschooling problem. That's not a patience problem. And it’s not even a bad day problem. It’s the homeschool mom inner critic loop — and it's running your homeschool (and your life) more than you realize. This month's focus is Nurturing the Nurturer — because the voice telling you you're not enough didn't start with homeschooling. It started long before. And until you see it clearly, it's going to keep driving your days. What You’ll Discover in This Episode Teresa shares the morning that cracked everything open for her — and what she finally understood sitting at the end of her bed, depleted, questioning whether she was cut out for this audacious thing called home education. Because here's what we actually are beneath all of it. Beneath the functioning. Beneath the meals and the read-alouds and the lesson planning and the driving and the trying. We are women who chose something enormous — and who are doing it largely alone, largely unseen, largely without anyone stopping to ask how we're actually doing. Not how the kids are progressing. How WE are. The Homeschool Mom Inner Critic Loop React → Feel Bad → Criticize Yourself → React Again. That loop isn't just emotionally painful. It quietly fuels your mental load, drains your nervous system, and over time — this is the part that matters most — it erodes your trust in yourself. Every round through it, you collect more evidence that you're failing. That you're not enough. That everyone else has it together. And you start to believe it. The Voices Running The Show “If I stop, everything falls apart.” “I should be able to handle this.” “Other moms don't lose it like this.” “If I rest, I'm letting everyone down.” Sound familiar? Those aren't facts. They're a very convincing, very well-practiced story. And you can learn to interrupt it. What To Do In The Moment The difference between “this is hard” and “I am failing.” The Friend Test — one practical tool you can use the next time that critical voice starts. The four cookbook questions to ask yourself when that feeling of failure shows up. And why your feeling of failure isn't a verdict — it's information. The Four Cookbook Questions When the inner critic starts — don't spiral. Go back to the cookbook. What are you not getting enough of? What are you getting too much of? And what's the one thing — if you're really honest — you already know you need? What have you been ignoring that keeps showing up anyway? The Truth About The Homeschool Mom Inner Critic Learning to interrupt that harsh inner voice isn't about positive thinking or trying harder. It's about seeing the pattern clearly — and choosing something different. Your kids don't need you to be perfect. They need you present. But when the inner critic is running the show, you're not leading from presence. You're reacting from an old story that was never yours to begin with. You are overidentifying your responsibility to your kids — and underidentifying your responsibility to yourself. What is best for you is what is best for them. Join The Calm The Inner Critic Workshop Ready to go deeper? This month I'm hosting a 90-minute working session for homeschool moms who are tired of being so hard on themselves — moms who know they're beating themselves up constantly but don't know how to stop in the moment. You'll leave with a Recognition Tool, a 4-Step Thought Care Framework, two practical in-the-moment techniques, and a personalized action plan built around your specific triggers. Not to fix yourself. To untangle the overwhelm and stop reacting from inherited survival mode — so you can lead your homeschool from a place that actually feels like you. Can't make it live? You'll get the replay. But the life-changing coaching happens in the room. ➡️ Join the Workshop — $57 Free Resource — Aligned Homeschool Reset Session If you're ready to untangle the overwhelm and build a homeschool life that actually fits you — ➡️ Book your free Aligned Homeschool Reset Session Uncover what's really driving your overwhelm. Coming This Week on the Confident Homeschool Life YouTube Channel: “What’s Really Happening When Your Child Won’t Listen” “Perimenopause & Homeschooling? Here are 4 Steps to Help You“ How you talk to yourself REALLY matters. So you’ll definitely want to catch those on YouTube. Resources Mentioned

SummaryIn this episode of the Stellar Teacher Podcast, host Sara Marye discusses the challenges and strategies for teachers dealing with mandated curriculums. She emphasizes the importance of recognizing gaps in the curriculum, enhancing instruction with supplemental resources, focusing on effective teaching methods, and using assessment data to justify changes. The episode provides practical tips for teachers to navigate the constraints of mandated curriculums while still meeting the diverse needs of their students.TakeawaysEvery class has unique needs that may not be met by a standard curriculum.Identifying gaps in the curriculum can provide opportunities for creative teaching.Enhancing instruction with supplemental resources can improve student engagement.Focusing on the 'how' of teaching can be more impactful than the 'what'.Teachers can control how students process their learning even within a rigid curriculum.Using assessment data can help justify changes to the curriculum.It's important to advocate for what works best for students.Teachers should feel empowered to supplement their mandated curriculum.Professional judgment is key in navigating curriculum requirements.Resources:Join The Stellar Literacy CollectiveGet the Stellar Intervention ToolkitSign up for my Private Podcast: Confident Writer Systems SeriesSign up for my FREE Revision Made Easy email seriesIf you're enjoying this podcast, please leave a review on Apple Podcasts!

Disputes over freedom of speech, censorship and the shifting norms of acceptable discourse are part and parcel of modern political debate. Now the debate has come to the Leaving Cert. A review of content of the optional Politics and Society subject is underway, with the National Council for Curriculum and Assessment saying consideration will be given “to potential risks associated with including theories that may be at odds with a human rights approach”. In response, one teacher wrote to Irish Times philosophy columnist Joe Humphreys to voice concern that proposed changes will prevent students from learning about 'difficult' ideas. Joe wrote about it in his latest Unthinkable column and on today's podcast he talks to Hugh about the teaching of politics in school, the leftward skew of 'key thinkers' featured in the curriculum and how the race for CAO points means the exploration of ideas is of secondary importance to second level students. Would you like to receive daily insights into world events delivered to your inbox? Sign up for Denis Staunton's Global Briefing newsletter here: irishtimes.com/newsletters/global-briefing/ Hosted on Acast. See acast.com/privacy for more information.

Each time we decide which history gets a full unit and which gets a mini-lesson… Each time we choose whose stories to showcase in classroom libraries while others gather dust on shelves … Each time we select which family structures and cultures to represent in class and which we quietly pretend don't exist … We're teaching whose voices matter, what counts as normal, and how power works. That's the hidden curriculum. And it's been operating in classrooms since the first schools were founded. This episode is about uncovering the hidden curriculum in your own teaching, so you can make conscious choices about the values you're reinforcing. And, it's about empowering public schools to be unapologetic in their stance about a core piece of the hidden curriculum that should be underlying our work: Every child who walks into our classrooms deserves to see themselves reflected there, to have their existence treated as welcome, and to leave knowing their life has inherent value.  This episode is a call to remain steadfast in your commitment to care for (and be actively inclusive of) all families in your school community. We need to proudly own our commitment to teaching kids empathy, curiosity, and the ability to understand–and collaborate with–people who are different from them. This episode is a rebuke of a coordinated attempt to paint these values as controversial, "political" or "a radical left wing agenda." They are not.  They are educational best practices, backed by long-standing research, that teachers have implemented for decades in schools across the country. It's time to stop playing defense and speak plainly about how we do what's best for kids. Get the shareable article/transcript for this episode here.