Podcasts about early child care

Michael Lopez. PhD - ClassWallet: Managing Purchasing and Reimbursement Processes. This is episode 702 of Teaching Learning Leading K12, an audio podcast. Michael López, Ph.D. is ClassWallet's Senior Director of Strategic Initiatives in Early Child Care. With an impressive track record spanning over 30 years, Mike brings a wealth of experience in applied policy-relevant research, particularly in the areas of early care and education and equity at the national, state, and local levels. His expertise and dedication make him a national early childhood expert and a passionate advocate for low-income, culturally, and linguistically diverse populations. Our focus today is ClassWallet and managing purchasing and reimbursement processes. So much cool information to learn! Awesome conversation! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: https://classwallet.com/ https://www.linkedin.com/in/michael-lopez-46b381b/ Length - 44:37

In this episode of the Women in Industry (WIN) podcast, host Lisa Van Hook, Executive Vice President at the Communications Group, welcomes Shaneil “PJ” Yarbrough, an early childhood education professional. PJ shares her inspiring journey from being a fifth-grade teacher to becoming the Early Childhood Trainer Manager at the University of Arkansas Early Care and Education Project.PJ's experiences in foster care profoundly shaped her commitment to creating safe educational environments for young children. She discusses her roles in Head Start, Arkansas Better Chance, and as Executive Director of a residential foster home, emphasizing the importance of supporting early childhood professionals and advocating for equitable policies and better compensation.Co-host Lora Mosley, a PR specialist at ComGroup, joins the discussion to explore the challenges and successes in early childhood education. PJ highlights the critical role of family child care providers, the need for high standards, mental health awareness, and research-based professional development.Listeners are encouraged to support early childhood education and recognize inspirational women by visiting the WIN page on comgroup.com. This episode offers valuable insights and a call to action, making it a must-listen for anyone interested in the future of early childhood education and the women leading the way.PJ's WIN PagePJ's UofA ECEP pageArkansas State Childhood ServicesComGroup's WebsiteComGroup's InstagramComGroup's FacebookComGroup's LinkedInComGroup's TwitterComGroup's YouTube

Make A Circle follows several Bay Area child care providers as they work to keep their doors open and advocate for better pay and benefits.

Your child is too little to go to school but needs to be looked after when you are working - a familiar predicament for many parents today! Help your child thrive in childcare, by having consistent rituals of connection. In this episode: Early, extensive childcare  Another Perspective on the Latest Research on Early Child Care | by Jenet Erickson & Jay Belsky Brain development in infancy Attachment relationships and responsive caregivers Social, emotional challenges in daycare Risk factors / protective factors in the early years Quality of care, adult-child ratios Increasing work flexibility for parents Daycare Dramas – Happy Families Developmental Milestones [Part 1: Infancy] – Happy Families Find us on Facebook or TikTok Email your questions and comments to podcasts@happyfamilies.com.au Learn more about joining THE QUESTSee omnystudio.com/listener for privacy information.

#lead #water #soil #publichealth #TrentonNJ #Rutgers #communityactivism #environmentaljustice CONVERSATIONS WITH CALVIN WE THE SPECIES https://www.youtube.com/c/ConversationswithCalvinWetheSpecIEs “It's 2024, and New Jersey's capital city, Trenton, has an ongoing problem with lead in the soil and water…. a fascinating mind-expansive interview with Sean Stratton, a Ph.D. student at Rutgers (public health and lead) and Shereyl Snider, noted Trenton community activist….” Calvin 283 Interviews. GLOBAL Reach. Earth Life. Amazing People.  PLEASE SUBSCRIBE and join the other 4400 Subscribers. (You can find almost any subject, even AI) ** SEAN STRATTON; Ph.D. Candidate, Rutgers School of Public Health; SHEREYL SNIDER, Community Organizer & Lead Free Advocate: Conducting Lead Exposure Interventions in Environmental Justice Community of East Trenton NJ YouTube: https://youtu.be/Rhd93xxA270 ** CONTACTS: SEAN STRATTON: LinkedIn    https://www.linkedin.com/in/sean-stratton-978612192/ SAS536@sph.rutgers.edu SHEREYL SNIDER; https://urbanpromisetrenton.org/ LinkedIn  https://www.linkedin.com/in/shereyl-snider-3b9517189/ SHEREYL SNIDER BIO Shereyl Snider joined the East Trenton Collaborative (ETC) in 2019 as a Community Organizer. Originally a New Yorker, she has lived in East Trenton since 2003. As an ETC staff member, Shereyl provides dynamic leadership, amplifies the voices of the marginalized, facilitates collaboration among individuals from diverse backgrounds, and develops a robust commercial and residential community. After moving to Trenton, she earned an associate's degree in Early Child Care from Mercer County Community College and worked as a substitute teacher in the Hamilton School District for five years. As a neighborhood resident and volunteer at the ETC, she learned how to organize in her local community. In addition to her work in the East Trenton neighborhood, Shereyl is also a member of The JWW Task Force, Clean Water Healthy Families Good Jobs campaign and lead organizer for the Trenton lead-FreeNJ hub. https://urbanpromisetrenton.org/ LinkedIn  https://www.linkedin.com/in/shereyl-snider-3b9517189/   SEAN STRATTON BIO: I am a current PhD student at Rutgers University School of Public Health in the Environmental Health Science concentration. I graduated with a degree in Environmental Science from Rutgers University in 2015 and a Master's in Public Health from Rutgers School of Public Health in 2020. My past work experience includes Environmental Consulting. I am a Certified Safety Professional (CSP). My research in on heavy metal contamination in drinking water. LinkedIn    https://www.linkedin.com/in/sean-stratton-978612192/ SAS536@sph.rutgers.edu ** CBS NEWS ARTICLE ON TRENTON/LEAD LOCAL NEWS Lead contamination concerns grow after toxins found at Trenton school playground https://www.cbsnews.com/philadelphia/news/lead-contamination-toxins-found-at-trenton-school-playground-ulysses-s-grant-intermediate-school/ ** WE ARE ALSO ON AUDIO AUDIO “Conversations with Calvin; WE the SpecIEs” ANCHOR https://lnkd.in/g4jcUPq SPOTIFY https://lnkd.in/ghuMFeC APPLE PODCASTS BREAKER https://lnkd.in/g62StzJ GOOGLE PODCASTS https://lnkd.in/gpd3XfM POCKET CASTS https://pca.st/bmjmzait RADIO PUBLIC https://lnkd.in/gxueFZw edits by Claudine Smith- Email: casproductions01@gmail.com

I am very happy to report I have manged to avoid participating in anything to do with International Women's Day all day long. Because it is a sham isn't it? It's just an opportunity for a whole bunch of corporates, media, Government departments and other organisations to hold some sort of hui or do a little video, write an opinion piece and tick the box for the year that tells the world they're nice to women. Yay, good for you, well done. Tell you what, something I've realised since becoming a mum is that there is one single most helpful thing that would make a lot of women's lives easier. Make early childcare free and more accessible. If you're the Government, fund it like we fund primary and secondary school. If you're a corporate, think about setting up a creche, even if you charge your female employees to use it. If you're a media outlet, start giving this coverage. Because this is the single biggest thing holding women back from doing all the things that we complain about on International Women's Day. Like pay parity and climbing corporate ranks and getting more seats around the boardroom, stuff like that. The reason that women don't get paid as much and don't carry on with their careers is because they have to look after the babies. If day care is too expensive, it'll mostly be mum who stays away from work, that's a fact for most mums. Even when the dads say they're helping, and they are, credit to them, it's not the same. Mums are almost always where the buck stops.  Yup, it'll cost money. But the sums might work out that it pays itself back to the Government in taxes that the now working mums pay. Or to the employer in having another productive worker making profits in a labour market where it is really, really hard to find good workers.  So cancel the opinion piece, cancel the hui, cancel the speaking panel, forget about the video on Twitter. Women don't need words. Women just need the chance to go back to work. LISTEN ABOVESee omnystudio.com/listener for privacy information.

The access and affordability of early childcare has always been an important component to a thriving workforce in Watauga County. With conditions in the labor market already tricky, the last thing our community needs is for it to become even more difficult to find quality childcare for those participating or returning to the workforce.On this week's Mind Your Business, Elisha Childers and Hunter Varipapa  from The Children's Council of Watauga County discuss stabilization grants issued as part of the American Rescue Plan Act of 2021 (ARPA), and what the looming expiration of those funds means for childcare centers across Watauga County.  Earlier this week, Governor Roy Cooper sent a letter to the North Carolina Congressional delegation outlining the case for intervention at the Federal level. Please visit our Elected Officials Contact page to find contact information should you wish to address this issue with Congresswoman Virginia Foxx or Senators Richard Burr or Thom Tillis. Mind your Business is produced weekly by the Boone Area Chamber of Commerce. The radio show airs each Thursday morning at 10:05AM on WATA (1450AM/96.5FM) in the High Country. The podcast version of the program is made possible each week by Appalachian Commercial Real Estate and sponsored in part by Appalachian Regional Healthcare System.Support the show

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Book notes: "The Origins of You: How Childhood Shapes Later Life", published by juliawise on January 28, 2022 on LessWrong. Cross-posted from Otherwise, where I'm writing these days.Other book note posts on books about children: The Anthropology of Childhood, Don't Shoot the DogThe book: The Origins of You: How Childhood Shapes Later Life by Jay Belsky, Avshalom Caspi, Terrie E Moffitt, Richie Poulton[edit: see comments for useful caveats; I probably wasn't skeptical enough of the book while reading.] Main idea The “dual-risk hypothesis” appears in a lot of their research: “an underlying or latent 'vulnerability' that puts one at risk of developing a problem, but according to this hypothesis, the problem only arises when a particular stress is experienced or encountered.” A lot of the findings in the book have some element of this – some risk factor (situational or genetic) is associated with worse outcomes only when it's combined with some other risk factor (usually related to parenting: insecure attachment, or harsh or inattentive parenting.) Personally my takeaway from this book is that warm, attentive parenting, especially in the first three years, is protective against a number of bad outcomes. And it's under my control in a way that some other things are not. About the book I'm not covering most of the findings, just the ones I happened to take notes on. The authors talk a lot about methodology. At first I loved this – instead of just saying “here's a finding” they break down a bunch of research decisions they had to make. You definitely come away with a picture of why it's hard to do good social science research. But I was less interested in this as the book went on – each chapter was largely about the research process, and didn't get to findings until 2/3 through each chapter. After a while I just started skipping to the findings in each section. People have strong opinions about Belsky, the main author, and he might need to be taken with a grain of salt. He says people don't want to listen to him because he's taken a politically incorrect stance that daycare has disadvantages. Others say he's overstating the conclusiveness of his research because of his own ideology. They follow three major observational studies: Dunedin Multidisciplinary Health and Development Study, observing all the 1037 children born in a New Zealand town in 1972, following them from age 3 and still doing followups. the Environmental Risk Study, following 2232 twins born in England and Wales the National Institute of Child and Human Development Study of Early Child Care and Youth Development, which followed 1300 children in 10 US locations and different childcare arrangements. The Dunedin study is an exciting source because it's continued tracing the same people for almost 50 years now. It also started with a representative population (all the three-year-olds in town), rather than people whose parents had the free time to enroll them in a study, etc. Caveats Associations aren't destiny. They do a fine job of explaining this, for example “Even though maltreatment increases the risk—a statement of probability, not certainty—of later criminality by about 50 percent, it remains the case that most maltreated children do not become delinquents or criminal adults.” A lot of the measures seem like they might have been gameable by the families: when you observe parents interacting with children, won't they be on their best behavior? When you ask parents about spanking or teenagers about their drinking, will they answer honestly? I'm sure there's some social desirability bias here where people say and do what they think will look good. But there's enough variation that they're clearly not all doing this to the full extent they might, so there's still something to study. Parents in the 1970s were o...

Link to original articleWelcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Book notes: "The Origins of You: How Childhood Shapes Later Life", published by juliawise on January 28, 2022 on LessWrong. Cross-posted from Otherwise, where I'm writing these days.Other book note posts on books about children: The Anthropology of Childhood, Don't Shoot the DogThe book: The Origins of You: How Childhood Shapes Later Life by Jay Belsky, Avshalom Caspi, Terrie E Moffitt, Richie Poulton[edit: see comments for useful caveats; I probably wasn't skeptical enough of the book while reading.] Main idea The “dual-risk hypothesis” appears in a lot of their research: “an underlying or latent 'vulnerability' that puts one at risk of developing a problem, but according to this hypothesis, the problem only arises when a particular stress is experienced or encountered.” A lot of the findings in the book have some element of this – some risk factor (situational or genetic) is associated with worse outcomes only when it's combined with some other risk factor (usually related to parenting: insecure attachment, or harsh or inattentive parenting.) Personally my takeaway from this book is that warm, attentive parenting, especially in the first three years, is protective against a number of bad outcomes. And it's under my control in a way that some other things are not. About the book I'm not covering most of the findings, just the ones I happened to take notes on. The authors talk a lot about methodology. At first I loved this – instead of just saying “here's a finding” they break down a bunch of research decisions they had to make. You definitely come away with a picture of why it's hard to do good social science research. But I was less interested in this as the book went on – each chapter was largely about the research process, and didn't get to findings until 2/3 through each chapter. After a while I just started skipping to the findings in each section. People have strong opinions about Belsky, the main author, and he might need to be taken with a grain of salt. He says people don't want to listen to him because he's taken a politically incorrect stance that daycare has disadvantages. Others say he's overstating the conclusiveness of his research because of his own ideology. They follow three major observational studies: Dunedin Multidisciplinary Health and Development Study, observing all the 1037 children born in a New Zealand town in 1972, following them from age 3 and still doing followups. the Environmental Risk Study, following 2232 twins born in England and Wales the National Institute of Child and Human Development Study of Early Child Care and Youth Development, which followed 1300 children in 10 US locations and different childcare arrangements. The Dunedin study is an exciting source because it's continued tracing the same people for almost 50 years now. It also started with a representative population (all the three-year-olds in town), rather than people whose parents had the free time to enroll them in a study, etc. Caveats Associations aren't destiny. They do a fine job of explaining this, for example “Even though maltreatment increases the risk—a statement of probability, not certainty—of later criminality by about 50 percent, it remains the case that most maltreated children do not become delinquents or criminal adults.” A lot of the measures seem like they might have been gameable by the families: when you observe parents interacting with children, won't they be on their best behavior? When you ask parents about spanking or teenagers about their drinking, will they answer honestly? I'm sure there's some social desirability bias here where people say and do what they think will look good. But there's enough variation that they're clearly not all doing this to the full extent they might, so there's still something to study. Parents in the 1970s were o...

Wenn es um das Thema Erziehung geht, wird es schnell emotional: Fast alle Menschen - ob sie Eltern sind oder nicht - haben eine Meinung zur "richtigen" Erziehung von Kindern. Patric Seibel hat recherchiert, welchen Einfluss verschiedene Wissenschaften im Laufe der letzten Jahrzehnte auf die Erziehung von Kindern hatten und woher eigentlich unser Blick auf Kinder kommt. Im Gespräch mit Maja Bahtijarević erklärt er, in welchem Verhältnis Wissenschaft und Kultur in Erziehungsfragen stehen, warum Erziehung sehr lange als eine Art "Kampf" gegen das eigene Kind galt und warum noch in den 1970er-Jahren Säuglinge ohne Narkose operiert wurden. Die Hintergrundinformatonen • Miriam Gebhardt | Die Angst vor dem kindlichen Tyrannen, DVA, Neuauflage 2020 • Markus Paulus | Schlüsselexperimente der Entwicklungspsychologie, UTB Ernst Reinhardt, 2019 • Andreas Schulz | Der Gang der Natur und die Perfektibilität des Menschen. Wissensgrundlagen und Vorstellungen von Kindheit seit der Aufklärung, in: Gall, L. , Schulz, A., Wissenskommunikation im 19. Jahrhundert, Stuttgart, 2003 • Philippa Perry | Das Buch, von dem Du dir wünschst, Deine Eltern hätten es gelesen, Ullstein, 13. Auflage 2020 • Eveline List | Psychoanalytische Entwicklungslehre, in: List, E., Psychoanalyse, UTB 2009, S. 171-191 • Rainer Böhm | Das Kleinstkind gehört zu seinen Eltern - Die Sicht des Sozialmediziners, S. 96-107, in: K. Hurrelmann und T. Schultz: Staatshilfe für Eltern, Beltz-Juventa 2013 • Klaus Menne: Betreuungsumfang, eine vernachlässigte Dimension der Krippenerziehung, Teil 1 und 2, in: Zeitschrift für Kindschaftsrecht und Jugendhilfe, 8, 2015 https://www.pedocs.de/frontdoor.php?source_opus=12008 • Gisela Geist: Wissenschaftliche Grundlagen. Auswirkungen von Kita Betreuung von Kindern unter drei Jahren https://gute-erste-kinderjahre.de/wissenschaftliche-grundlagen/ • NICHD Early Childcare Research Network (2006): Child Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist 61, 99-116 • NUBBEK-Studie https://www.nifbe.de/component/themensammlung?view=item&id=177:nubbek-studie-zur-fruehkindlichen-betreuungssystem&catid=137 • M. Baker et al.: Non-cognitive deficits and young adult outcomes: The long-run impacts of a universal child care programm https://www.nber.org/papers/w21571 • Übersicht bekannter Studien/Widersprüchlichkeit mancher Studien | Gisela Geist: Cortisol-Studien und Neurobiologie, https://gute-erste-kinderjahre.de/stresshormon-cortisol/ • H. J. Vermeer und van Ijzendoorn M: Children's elevated cortisol levels at daycare: A review and meta-analysis. 2006, Early Childhood Research Quarterly 21, 390-401 • Marshmallow-Test https://www.wissenschaft-aktuell.de/artikel/Geduld_ist_mehr_als_Charakter_Sache1771015588733.html • I. Ostner: Paradigmenwechsel in der (west)deutschen Familienpolitik. In: Berger, P. A. & Kahlert, H. (Hrsg.), Der demographische Wandel. Chancen für die Neuordnung der Geschlechterverhältnisse. Frankfurt am Main: Campus, 2006 • Tilman Mayer, Wiebke Rösler: Der Paradigmenwechsel zur Einführung des Elterngeldes und seine Fehlkonstruktionen, in: Zeitschrift für Familienforschung, 25. Jahrg., Heft 2/2013, S. 173-192 • Melanie Lerch | Die frühe Eltern-Kind-Beziehung in Elternratgebern, Dissertation, 2015, FU Berlin • C. Osterhaus, S. Koerber: The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years, 2021, in: Child Development, Volume 92, Issue 5, Pages 1872 - 1888 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.13627

Wenn es um das Thema Erziehung geht, wird es schnell emotional: Fast alle Menschen - ob sie Eltern sind oder nicht - haben eine Meinung zur "richtigen" Erziehung von Kindern. Patric Seibel hat recherchiert, welchen Einfluss verschiedene Wissenschaften im Laufe der letzten Jahrzehnte auf die Erziehung von Kindern hatten und woher eigentlich unser Blick auf Kinder kommt. Im Gespräch mit Maja Bahtijarević erklärt er, in welchem Verhältnis Wissenschaft und Kultur in Erziehungsfragen stehen, warum Erziehung sehr lange als eine Art "Kampf" gegen das eigene Kind galt und warum noch in den 1970er-Jahren Säuglinge ohne Narkose operiert wurden. Die Hintergrundinformatonen • Miriam Gebhardt | Die Angst vor dem kindlichen Tyrannen, DVA, Neuauflage 2020 • Markus Paulus | Schlüsselexperimente der Entwicklungspsychologie, UTB Ernst Reinhardt, 2019 • Andreas Schulz | Der Gang der Natur und die Perfektibilität des Menschen. Wissensgrundlagen und Vorstellungen von Kindheit seit der Aufklärung, in: Gall, L. , Schulz, A., Wissenskommunikation im 19. Jahrhundert, Stuttgart, 2003 • Philippa Perry | Das Buch, von dem Du dir wünschst, Deine Eltern hätten es gelesen, Ullstein, 13. Auflage 2020 • Eveline List | Psychoanalytische Entwicklungslehre, in: List, E., Psychoanalyse, UTB 2009, S. 171-191 • Rainer Böhm | Das Kleinstkind gehört zu seinen Eltern - Die Sicht des Sozialmediziners, S. 96-107, in: K. Hurrelmann und T. Schultz: Staatshilfe für Eltern, Beltz-Juventa 2013 • Klaus Menne: Betreuungsumfang, eine vernachlässigte Dimension der Krippenerziehung, Teil 1 und 2, in: Zeitschrift für Kindschaftsrecht und Jugendhilfe, 8, 2015 https://www.pedocs.de/frontdoor.php?source_opus=12008 • Gisela Geist: Wissenschaftliche Grundlagen. Auswirkungen von Kita Betreuung von Kindern unter drei Jahren https://gute-erste-kinderjahre.de/wissenschaftliche-grundlagen/ • NICHD Early Childcare Research Network (2006): Child Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist 61, 99-116 • NUBBEK-Studie https://www.nifbe.de/component/themensammlung?view=item&id=177:nubbek-studie-zur-fruehkindlichen-betreuungssystem&catid=137 • M. Baker et al.: Non-cognitive deficits and young adult outcomes: The long-run impacts of a universal child care programm https://www.nber.org/papers/w21571 • Übersicht bekannter Studien/Widersprüchlichkeit mancher Studien | Gisela Geist: Cortisol-Studien und Neurobiologie, https://gute-erste-kinderjahre.de/stresshormon-cortisol/ • H. J. Vermeer und van Ijzendoorn M: Children's elevated cortisol levels at daycare: A review and meta-analysis. 2006, Early Childhood Research Quarterly 21, 390-401 • Marshmallow-Test https://www.wissenschaft-aktuell.de/artikel/Geduld_ist_mehr_als_Charakter_Sache1771015588733.html • I. Ostner: Paradigmenwechsel in der (west)deutschen Familienpolitik. In: Berger, P. A. & Kahlert, H. (Hrsg.), Der demographische Wandel. Chancen für die Neuordnung der Geschlechterverhältnisse. Frankfurt am Main: Campus, 2006 • Tilman Mayer, Wiebke Rösler: Der Paradigmenwechsel zur Einführung des Elterngeldes und seine Fehlkonstruktionen, in: Zeitschrift für Familienforschung, 25. Jahrg., Heft 2/2013, S. 173-192 • Melanie Lerch | Die frühe Eltern-Kind-Beziehung in Elternratgebern, Dissertation, 2015, FU Berlin • C. Osterhaus, S. Koerber: The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years, 2021, in: Child Development, Volume 92, Issue 5, Pages 1872 - 1888 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.13627

This week, Sarah shares talks about how high-quality early childcare and how education can overcome family income gaps in achieving positive long-term learning outcomes. Ryan shares an article that talks about effective teacher mentoring to support and challenge educators positioning them for the most success. Tune in!Don't just listen, join the conversation! Tweet us at @AcademicaMedia or with the hashtag #BigIdeasinEducation with questions or new topics you want to see discussed. Articles: https://www.brookings.edu/blog/education-plus-development/2021/11/04/high-quality-early-child-care-and-education-the-gift-that-lasts-a-lifetime/https://www.edutopia.org/article/just-right-mentoring-balanceHosts: Ryan Kairalla (@ryankair); Sarah Boulos Fye (@readwithfye)Producer: Ross Ulysse

Sherry Duncan joins me for a meaningful and rich conversation about how early childhood educators can star their own path to truth and reconciliation through increasing their awareness,  knowledge and practices of the First Nations and Indigenous peoples and cultures. She shares her stories and perspective of different ways to start, and enhance, your journey to learn more about the children and families in our communities.

In this episode, Trevor McAlmont, Executive Director of the Macaulay Child Development Centre, shares the importance of providing affordable, universal child care to change the system in Ontario, and Canada. While directly serving 7000 children and 6000 parents through the multi-service agency, Trevor also invests in areas to strengthen the outcomes for these clients.  He sees a need for nonprofits to be able to pivot to address emergency needs, as they did in providing food to their families through COVID, thanks to the emergency relief funds granted through United Way. Under Trevor's leadership, the organization has also been setting the foundation for being able to measure impact – and identify areas for improvement to have better results for their families.  We also talked about the importance of finding time for advocacy work, to ensure government and other decision makers could understand the implications on children and their families in making decisions.  All of these investments are considered “overhead”, and require an organization to have flexible funding to be able to carry them out – an ongoing challenge for the sector.  All of this and more in this episode.  Have a listen.      Resources  Macaulay Child Development Centre:  https://macaulaycentre.org  Canada Early Learning and Child Care Plan:  https://www.canada.ca/en/department-finance/news/2021/04/budget-2021-a-canada-wide-early-learning-and-child-care-plan.html   . Thank you for listening to Impact Conversations with Lynn Fergusson & Sally Fazal . Find out more about our work at Social Impact Advisors: https://socialimpactadvisors.ca  .

In this episode, Michelle and Erin discuss rigorous quantitative research examining short and long term effects of early child care on children's social and cognitive development. In our discussion, we delve into depth on the National Institutes of Health and Human Development Study of Early Child Care and Youth Development and their methods and findings. Early Care and Education can be a stressful topic for parents but high quality research allows us to identify the many positives to high quality care and educational experiences for children and parents. A comprehensive overview of the NICHD SECCYD study can be found out: https://www.nichd.nih.gov/research/supported/seccyd/overview NICHD Early Child Care Research Network. (2004b). Type of child care and children's development at 54 months. Early Childhood Research Quarterly, 19, 203 – 230.

St. Alban's is committed to providing quality early childhood education to young children that nourish self-development, cultural identity, and respect for others while supporting the personal growth of the families enrolled in the programs. Ken Russell Miami Podcast Signup for our newsletter: https://forms.gle/gN5XhGcrWS9BHscZA Guest Links & contact: St. Alan's Child Enrichment Center http://www.stalbanschildcare.org

On this episode of “Once and Future Authors” we welcome the team from QS2 Training and Consulting. Together we talk about the importance of their book “Something is Different” and their training programs that help coach adults on the best ways to address the children in their care during this time of uncertainty and anxiety. QS2 Training and Consulting is a wonderful team that aids to educate, assess and improve childcare through programs about childhood development, nutrition and health needs, safety and security, child abuse and maltreatment identification and prevention, relationship care for toddlers and infants, the importance of visual-spatial learning, and much more. The QS2 Team is highly qualified and has extensive education and training in the field of Early Child Care and Education. They are a passionate group of individuals that truly care to protect and support children and educate the adults and teachers in their lives. The Child Development Associate, or CDA, has even awarded QS2 with their Gold Standard Award, which emphasizes QS2’s alignment with the CDA coursework, their sensible business policies and practices, and their quality student services.

The world is still struggling to come to terms with the unprecedented impact that COVID-19 has had on every aspect of human life. The pandemic has forced cities and towns to go into lockdowns. The attendant side effects — including the rather sudden withdrawal of certain social support services — have affected large groups of people. For a good proportion of the working population, work from home is not an option and they have been summoned to their workplaces. And, the usual structures that would keep their young children safe while their parents are at work — schools, anganwadis and balwadis — are not operational. In this context, parents have made the fervent appeal to open up early child care centres. Two experts discuss key issues concerning the area of early child care. Guests: Maya Gaitonde, honorary general secretary of the Chennai-based Bala Mandir Kamaraj Trust. K. Shanmugavelayutham, convenor of Tamil Nadu Forum for Creche and Child care Services and a senior consultant in the Kasturirangan Committee. Host: Ramya Kannan, Chief of Bureau, The Hindu

This is the first episode of Normal-ish. In this series, four educators, from four schools, agree to meet weekly at a virtual cafe to figure out how to navigate teaching when the rules are changing daily. Follow on Twitter: @ideasforteacher @peter_santoro @MrHabegger @DrBioTom @jonHarper70bd @jonbergmann @bamradionetworknetwork @petersantoro @MrHabegger @DrBioTom @jonbergmann @jonHarper70bd Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). Dr. Thomas Mennella has been an instructor in higher education for over ten years. Starting as a lecturer at the University of Massachusetts – Amherst, and then moving on to an Assistant Professorship at Delaware State University (DSU), Tom is now an Associate Professor at Bay Path University, a private liberal arts institution in western Massachusetts. Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

We’ve come to the end of the school year and the end of this series on the rapid transition to online learning. Time to reflect and sign off. We hope you’ll join us! Click the link to share this episode on Twitter https://bit.ly/3eg7f1P Follow on Twitter: @ideasforteacher @bamradionetwork @petersantoro @MrHabegger @DrBioTom @jonbergmann @jonHarper70bd Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). Dr. Thomas Mennella has been an instructor in higher education for over ten years. Starting as a lecturer at the University of Massachusetts – Amherst, and then moving on to an Assistant Professorship at Delaware State University (DSU), Tom is now an Associate Professor at Bay Path University, a private liberal arts institution in western Massachusetts. Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

We’ve come to realize that our response to COVID-19 is more accurately described as emergency remote learning. Which raises the question, what does it really take to do distance learning well? Follow on Twitter: @thomascmurray @gustafsonbrad @benjamingilpin Rapid Transition to Online Learning @bamradionetwork Tom Murray serves as the Director of Innovation for Future Ready SchoolsⓇ, a project of the Alliance for Excellent Education, located in Washington, D.C. He has testified before the United States Congress and has worked alongside that body and the US Senate, the White House, the US Department of Education and state departments of education, and school districts throughout the country to implement student-centered learning. Murray serves as a regular conference keynote, was named one of “20 to Watch” by NSBA, the “National/Global EdTech Leader of the Year” in 2018, the “Education Thought Leader of the Year” in 2017, and the “Education Policy Person of the Year” by the Academy of Arts and Sciences in 2015. His best-selling book, Learning Transformed, was released in 2017 with ASCD, and his new book, Personal & Authentic was released last fall. Connect with him at thomascmurray.com

COVID-19 has disrupted education worldwide, but what will “school” look like on the other side? Will disruption evolve into substantive transformation or just a temporary departure from the status quo? Follow on Twitter: @MsSackstein @tomwhitby @sgthomas1973 @HarveyAlvy1 @ShiftParadigm @bamradionetwork @DennisDill @jonHarper70bd Dennis Dill is a Technology and Social Studies teacher at Jewett School of the Arts, a STEAM PreK - 8th grade school, in Winter Haven, Florida. He manages the Fabrication Lab where technology enhances the making process, but the kids still get their hands dirty. Dennis earned a BA in Interdisciplinary Social Sciences from the University of South Florida and an MS in Education Media Design and Technology from FullSail University. Dennis has been teaching for 17 years. Harvey Alvy has served as a teacher, principal, and university professor, and was honored to be a National Distinguished Principal. He is the author of Fighting for Change in Your School: How to Avoid Fads and Focus on Substance, and co-author of Learning From Lincoln: Leadership Practices for School Success.

As the pandemic-driven demands placed on teachers escalates, the need for self-care and self-compassion is rising as well. Join us as we clarify the difference between the two and discuss how we can do both better. Follow on Twitter: @jonHarper70bd @froehlichm @stantonalana @self_compassion Rapid Transition to Online Learning @bamradionetwork Kristin Neff is an Associate Professor of Educational Psychology at the University of Texas at Austin. She is a pioneer in the field of self-compassion research, conducting the first empirical studies on self-compassion over fifteen years ago. She has co-developed an empirically-supported training program called Mindful Self-Compassion, and is author of the books Self-Compassion: The Proven Power of Being Kind to Yourself, Mindful Self-Compassion Workbook, and Teaching the Mindful Self-Compassion Program: A Guide for Professionals and founder of www.self-compassion.org. Alana Stanton is a kindergarten teacher at Mulberry Elementary in Gwinnett County, Georgia. She has taught several grades over her 15-year career including K-3 literacy special, first grade, second grade, kindergarten, and technology special. Alana believes that relationships always come first in the classroom and the classroom should be a place where students thrive academically, socially, and emotionally. She currently writes for her blog, More Than A Lesson http://morethanalessonst.blogspot.com/ where she shares the stories of her classroom and her heart.

This week student attendance was a big challenge. Why is one of us getting 20 percent attendance while another just got 100 percent of his students to show up? Listen in to this ongoing series with four teachers from different schools, as they reflect, share experiences, and identify the big lessons they are gleaning as they make a rapid transition to online learning. It’s a virtual weekly happy hour at the RTOL Bar and Grill. Follow on Twitter: @jonbergmann @ideasforteacher @bamradionetwork @peter_santoro @MrHabegger @DrBioTom @jonHarper70bd Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). Dr. Thomas Mennella has been an instructor in higher education for over ten years. Starting as a lecturer at the University of Massachusetts – Amherst, and then moving on to an Assistant Professorship at Delaware State University (DSU), Tom is now an Associate Professor at Bay Path University, a private liberal arts institution in western Massachusetts. Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

We are joined by Andrew Roszak, J.D., M.P.A., EMT-Paramedic, Executive Director, Institute for Childhood Preparedness. There is a considerable amount of conflicting and false information surrounding the Covid 19 crisis at this time. Andrew helps Early Child Care professionals navigate running a center through this pandemic with accurate information and realistic suggestions. Join the discussion on Facebook: https://www.facebook.com/groups/childcarebusinesscoach/Follow Andrew on Twitter: @AndyRoszak @ChildPreparedwww.childhoodpreparedness.org For Coronavirus specific information: https://www.childhoodpreparedness.org/coronaYou can find more information about me athttps://www.childcarebusinessprofessionals.com 

We are all trying to figure out how to handle this unprecedented disruption of the school year. In this episode, we talk about what some teachers are saying they need from their administrators during these stressful and demanding times. Follow on Twitter: @jonHarper70bd @froehlichm @pfagell @bamradionetwork @Joe_Mazza Phyllis L. Fagell, LCPC is the school counselor at Sheridan School in Washington, D.C. and a therapist at The Chrysalis Group. Phyllis frequently writes columns on counseling, parenting and education for The Washington Post, and she’s the author of "Middle School Matters" (Hachette, 2019). Phyllis blogs at phyllisfagell.com. Joe Mazza, Ed.D. is Principal at Seven Brides Middle School in the Chappaqua Central School District (NY). He is a strong advocate for middle-level ed, family and community partnerships and connected learning while embracing the idea of today’s educators serving as the lead learners in their schools. Joe's innovative work has been featured in 17 books dating back to 2005.

Is it possible to meet the social-emotional needs of students while teaching online? Yes and no. Tune in for a candid look at what we can do, what we can’t do, and what we should do to help students through this emotional period. Follow on Twitter: @jonHarper70bd @froehlichm @pfagell @bamradionetwork @Joe_Mazza Phyllis L. Fagell, LCPC is the school counselor at Sheridan School in Washington, D.C. and a therapist at The Chrysalis Group. Phyllis frequently writes columns on counseling, parenting and education for The Washington Post, and she’s the author of "Middle School Matters" (Hachette, 2019). Phyllis blogs at phyllisfagell.com. Joe Mazza, Ed.D. is Principal at Seven Brides Middle School in the Chappaqua Central School District (NY). He is a strong advocate for middle-level ed, family and community partnerships and connected learning while embracing the idea of today’s educators serving as the lead learners in their schools. Joe's innovative work has been featured in 17 books dating back to 2005.

As schools around the world scramble to make a rapid transition to online learning, a highly respected education technologist is telling teachers to think twice about all the free new technology offers. Instead, she is encouraging educators to focus on a few more important priorities. Follow on Twitter: @micheeaton @ISTE @mrhooker @jonHarper70bd @bamradionetwork Michele Eaton is the director of virtual and blended learning for the MSD of Wayne Township in Indianapolis, Indiana. She focuses on staff and course development for Achieve Virtual Education Academy and the district’s various blended initiatives and programs, from elementary to adult education. Eaton is a Consortium for School Networking (CoSN) Certified Education Technology Leader (CETL) and 2016 Next Generation Leader, 2018 EdWeek Leader to Learn From, president-elect of the ISTE Online Learning Network, conference chair for Indiana Connected Educators (an ISTE affiliate), member of the EdTech Heroes and moderator for the #INeLearn chat.

In this ongoing series, four teachers from different schools, reflect, share experiences, and identify the big lessons they are learning as they make a rapid transition to online learning.  You can listen in on their weekly virtual happy hour at the RTOL Bar and Grill.  Follow on Twitter: @jonbergmann @ideasforteacher  @bamradionetwork @peter_santoro @MrHabegger @DrBioTom  @jonHarper70bd Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). Dr. Thomas Mennella has been an instructor in higher education for over ten years. Starting as a lecturer at the University of Massachusetts – Amherst, and then moving on to an Assistant Professorship at Delaware State University (DSU), Tom is now an Associate Professor at Bay Path University, a private liberal arts institution in western Massachusetts. Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

Covid-19 has disrupted the best-laid district plans, school plans, and lesson plans of educators worldwide. As more schools, teachers, and students are upended by the rapid transition to online learning, what should our priorities be? Follow on Twitter: @barberchicago @CathleenBeachbd @AmyRoediger @larryferlazzo @bamradionetwork Lorie Barber is a 5th-grade teacher in Illinois and a National Board Certification candidate. She works through an anti-oppressive lens and believes in getting high quality, relatable books into the hands of all of her students. Cathleen Beachboard has served for over a decade as an instructional coach, professional developer, and teacher. Cathleen currently serves as an 8th grade English teacher and department chair for her school in Fauquier County, Va. Her book, 10 Keys to Student Empowerment, features tools to unlock student potential and develop courage in learners to face challenges head-on. Amy Roediger has been teaching science for 28 years and was recently recognized as a PAEMST award winner for Ohio. Amy blogs about the things she tries in her classroom at aleverandaplacetostand.blogspot.com. David Sherrin is the father (and temporary educator) of three young children, a social studies teacher at Scarsdale High School, author of Authentic Assessment in Social Studies: A Guide to Keeping it Real, and recipient of the 2014 Robert H Jackson Center National Award for Teaching Justice. He maintains the teaching website JADE Learning.

In response to coronavirus, more schools are making a rapid transition to online learning. Most of us have never taught online. How should the process look and feel and how do we know that we are doing it well? Here’s what we learned in week one. Follow on Twitter: @jonbergmann @ideasforteacher @bamradionetwork @peter_santoro @MrHabegger @DrBioTom Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). DR. THOMAS MENNELLA has been an instructor in higher education for over ten years. Starting as a lecturer at the University of Massachusetts – Amherst, and then moving on to an Assistant Professorship at Delaware State University (DSU), Tom is now an Associate Professor at Bay Path University, a private liberal arts institution in western Massachusetts. Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

This week we unpack the rush to use remote learning in response to Covid-19. What questions do we need to consider? What unknowns lie ahead? What challenges will we face? When all is said and done, what impact with this historic event have on the future of education. Follow on Twitter: @ItsAMrY @tomwhitby @sgthomas1973 @HarveyAlvy1 @ShiftParadigm @bamradionetwork Adam Yankay has 20 years of teaching experience, 13 of which are in boarding schools. His students learn AP Statistics, various sports, and hopefully even more about themselves. He believes his most valuable work in schools is to help the most vulnerable math students develop confidence and joy in the learning process. He currently lives in Hudson, Ohio with his wife and three children. Harvey Alvy has served as a teacher, principal, and university professor, and was honored to be a National Distinguished Principal. He is the author of Fighting for Change in Your School: How to Avoid Fads and Focus on Substance, and co-author of Learning From Lincoln: Leadership Practices for School Success.

In response to coronavirus, schools and universities are preparing to practice extreme social distancing.  They are closing down and transitioning to online learning.  But what's involved in moving your teaching from your classroom to distance learning overnight?  Join us for a discussion with three teachers and a school administrator about what to expect, what you'll need to know and what you'll need to do. Follow on Twitter: @jonbergmann @ideasforteacher @maureenos @bamradionetwork @peter_santoro @MrHabegger Maureen O'Shaughnessy is the founding director of FLGI’s flagship flipped school, Leadership Preparatory Academy, a 6-12th grade micro-school with campuses in Seattle and Kirkland, WA. She also founded a micro-school in the Andes and a school-within-a-school in a large suburban high school. Dr. O’Shaughnessy is a career educational innovator and school leader who has served in seven international schools and is the author of Creating Micro-Schools for Mismatched Kids. Jake Habegger is an 8th grade US History Teacher in Franklin, Tennessee. His goal in education is to invigorate student learning by meeting them where they are through the use of technology. Peter Santoro has been teaching high school mathematics for 12 years. In addition to two sections of Introductory Calculus, Peter also teaches one section of Geometry and two sections of Mathematics Research Honors. In addition, he is the coach of the Garden City High School Math Team (Mathletes). Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master's Degree in Curriculum and Instruction from American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning and technology, as well as Project-Based Learning.

Babies begin learning from the moment they are born, absorbing and processing the world around them. However, their ability to process and understand large quantities of information diminishes over time. https://www.aei.org/research-products/report/workforce-of-today-workforce-of-tomorrow-the-business-case-for-high-quality-childcare/ (Research shows that) if a child enters kindergarten behind, they are unlikely to catch up to their peers. Because of this, the early years of life are crucial to human capital development and our nation's ability to maintain an efficient and productive workforce. In this episode, AEI Scholar https://twitter.com/KBStevens (Katharine Stevens) and https://twitter.com/orrell_b?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor (Brent) discuss how quality child care is a form of workforce preparation.

Tomorrow's workforce is formed in today's... child care? That's the case AEI's Katharine Stevens makes to Brent Orrell in today's Hardly Working episode. The post Workforce of tomorrow: How early child care shapes adult employment appeared first on American Enterprise Institute - AEI.

Our guest is widely respected across the education community for his work in turning around school culture and outcomes. He tells us that the process begins with one word. Can school performance truly pivot on three syllables?  Follow on Twitter: @APrincipalKafele @efranksnaesp @NAESP @bamradionetwork Award-winning educator Baruti Kafele is a leading keynote speaker and best-selling author. His books include Is My School Better a Better School BECAUSE I Lead It?, The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence, and The Teacher 50: Critical Questions for Inspiring Classroom Excellence.

In this first episode of Teachable Moments, award-winning educator, and former social studies teacher turned college professor, shares research-based guidance on teaching impeachment in the classroom. She begins by explaining why it’s so important for social studies, history and civics teachers to lean into this historic and critical teachable moment to model high-quality disagreement in the classroom. #sschat #socialstudies #historyteacher #civics #medialiteracy #apgov #iCivicsEdNet Follow on Twitter @bamradionetwork Diana Hess became dean of UW-Madison’s School of Education on Aug. 1, 2015. Hess is only the ninth dean of the School of Education since its founding in 1930. Since 1997, she has been researching how teachers engage their students in discussions of highly controversial political and constitutional issues, and what impact this approach to civic education has on what young people learn. Her first book on this topic, Controversy in the Classroom: The Democratic Power of Discussion won the National Council for the Social Studies Exemplary Research Award in 2009. Her most recent book, The Political Classroom: Evidence and Ethics in Democratic Education, co-authored with Paula McAvoy, won the American Educational Research Association’s Outstanding Book Award in 2016 and the prestigious Grawemeyer Award in 2017. Also in 2017, Diana Hess was recognized by the National Council on Social Studies with Grambs Distinguished Career Award for Research. Professor Hess is deeply committed to working with teachers to improve the quality of democratic education in schools.

It’s times like these that scream out for us to discuss with our students what’s going on in the world around us. Are we prepared to teach at this most critical teachable moment? Follow on Twitter: @eduflak @bamradionetwork Patrick Riccards is chief communications and strategy officer for the Woodrow Wilson National Fellowship Foundation. He is also the author of the nationally recognized Eduflack blog and its companion Twitter feed. PR News named Pat the Not-for-Profit Communications Professional of the Year for his work in teacher preparation and higher education transformation (2015). A former local school board chairman, Patrick is also the author of the award-winning Dadprovement.

Education technology can be both an asset and a liability in the same classroom. In this segment, we ask teachers how they determine when to use education technology and when to pass. Irina V. McGrath, Ph.D. is a District Instructional Coach and Google Certified Trainer in Jefferson County Public School (JCPS), KY. She is also a co-director of the Louisville Writing Project (LWP) and the University of Louisville adjunct who teaches Literacy and ESL methods courses. Michelle Shory, Ed.S. is a District Instructional Coach and Google Certified Trainer in Jefferson County Public Schools, Louisville, KY. She is passionate about literacy and helped establish Dolly Parton’s Imagination Library in Louisville. Anne Jenks is the principal of a TK - 5 elementary school in Oxnard, California. She is a Leading Edge Certified teacher and the 2015 CUE Site Leader of the Year.

What is white privilege? Why do two white male educators think it’s an important subject for all educators? Brandi L. Bates is an international, best-selling author, entrepreneur, and mentor from Los Angeles, California; educated at Phillips Exeter Academy, Spelman College, Meredith College, University of Southern California and The Master’s College and Seminary.

Discover why physical activity should be a priority for schools principals, teachers, parents and students. Our guests explain why active schools are smarter schools and how to introduce more activity into your programs. @ActiveSchoolsUS @efranksnaesp @NAESP @bamradionetwork Charlene Burgeson is Executive Director of Active Schools, a national movement to make 60 minutes of before, during and after school physical activity the norm in our nation’s K-12 schools. Active Schools is a collective impact initiative driven by over 90 health, education and private sector partner organizations and 38,000 individuals (“champions”) affiliated with more than 23,000 schools that serve over 13 million students. Burgeson is a national leader for the promotion of children’s health and well-being through physical activity.

Whether we call it feedback or constructive criticism opening ourselves to receive good and bad reviews is tough. Our guest explains how to make the most of an effective feedback loop. Jennifer Gonzalez is editor-in-chief of the Cult of Pedagogy website, where she shares resources and inspiration to help teachers work happier and more effectively. A National Board Certified Teacher and self-taught technology lover, she is the author of The Teacher’s Guide to Tech. Dr. Brad Gustafson is the principal and lead learner at Greenwood Elementary in Minnesota. Ben Gilpin is the principal at Warner Elementary School in Spring Arbor. @cultofpedagogy.

Our guest supports the notion that the environment is the third teacher. What does this mean? How and what does the environment teach? Follow on Twitter: @coolcatteacher @djakes @bamradionetwork David Jakes spent three decades in education as a teacher, administrator, technologist, and designer. After working with The Third Teacher+, a leading learning space design firm, David now works as an independent consultant helping schools design solutions for organizational change that feature compelling physical and digital spaces for learning.

Being transparent about mistakes allows us to grow and see how much we’ve grown. Join us as we talk to Tony Sinanis about how he learned that relationships matter in school leadership. Dr. Tony Sinanis is currently the Lead Learner of Cantiague Elementary School in Jericho, New York, and he received the 2014 New York State Elementary Principal of the Year Award. He serves as the founder and co-moderator of #NYedchat. He has co-authored two books with Dr. Joe Sanfelippo: The Power of Branding: Telling Your School’s Story and Principal Professional Development: Leading Learning in the Digital Age.

I was sure that as the teacher I was supposed to have all the answers. Eventually, the light came on. Follow: @MathDenisNJ @Jonharper70bd @bamradionetwork Denis Sheeran is a father of 4, district mathematics administrator in NJ, speaker, and author who travels the country helping educators learn how they can relevantly connect their content to their students' lives and their own in powerful ways. He is the author of Instant Relevance, Using Today’s Experiences to Teach Tomorrow’s Lessons.

Black girls are suspended twice as often as white girls. The list of school discipline disparities is significant and comes with many adverse effects. Discover what you need to know. @larryferlazzo @Ruizsealey @terrinwatson @DrVEvansWinters @Bamradionetwork Dr. Venus E. Evans-Winters is an Associate Professor of Education and faculty affiliate in Women & Gender Studies, African American Studies and Ethnic Studies at Illinois State University. Terri N. Watson, PhD is an Assistant Professor in the Department of Leadership and Human Development at The City College of New York. A Harlem native, her research examines the practices of successful school leaders and the impact of education policies on children, specifically Black girls. Yolanda Sealey-Ruiz is Associate Professor of English Education at Teachers College, Columbia University. She is founder of the Racial Literacy Project at TC. Host Larry Ferlazzo is an English and Social Studies teacher at Luther Burbank High School in Sacramento, California.

Brad Gustafson and Ben Gilpin with Sanée Bell It’s back to school time. Listen in as our guest explains why she is challenging us to start the school year with vulnerability instead of strength. Follow on Twitter: @gustafsonbrad @benjamingilpin @SaneeBell @bamradionetwork Dr. Sanée Bell is a middle school principal and an adjunct professor in Houston, TX. Sanée is passionate about authentic, purposeful learning for students and teachers, and she also has a strong passion for leadership and its impact on teacher engagement, student learning, and school culture.

What makes a teacher better? According to our guest, it's often not what we've been taught to believe. In this segment, Josh Stumpenhorst aims to debunk the myths and focus on what really makes a difference in our instruction. Follow: @stumpteacher @coolcatteacher @bamradionetwork #edtechchat #edchat #edtech #edtechchat #edchat #edtech Josh Stumpenhorst is a junior high Language Arts and Social Science teacher as well as an active blogger (stumpteacher.blogspot.com ) and tweeter (@stumpteacher). He has been named the 2012 Illinois Teacher of the Year, 2012 Illinois Teacher Excellence Award Winner, 2012 Illinois Computer Educator Teacher of the Year and a member of the 2011 International Society of Technology Educators Emerging Leaders class.

Setting rules for students can be challenging. In this segment, we talk about how to set classroom rules, get buy-in and enforce them. Follow on Twitter: @larryferlazzo @alicemercer @bamradionetwork Dr. Lou Denti is a Professor in Teacher Education/Special Education at California State University Monterey Bay. He has published several books and articles in education aimed at improving student learning. Alice Mercer is a fifth grade elementary teacher in Sacramento, California and has taught for over 15 years.

If you haven't heard about the GEEFL, or if you have but are unsure how to use it to teach more effectively, this episode is for you. Join us for a discussion about a new roadmap to more effective teaching and learning. Follow: @jonbergmann @kathyswanger @ideasforteacher Kathy Swanger has spent more than three decades in public education. She has taught every subject in the social studies department and well as a dropout prevention program. Throughout her career, she has incorporated technology into her teaching and has helped colleagues to do the same through professional development.