Podcast appearances and mentions of ed leadership

In this week's episode of The Learning Curve, co-host Alisha Searcy and guest co-host Walter Blanks interview Shaka Mitchell, senior fellow at the American Federation for Children. Mr. Mitchell shares about his compelling personal and professional journey in education reform. Shaka discusses how his formative experiences shaped his passion for expanding charter public schools, school choice, and empowering families. He reflects on his early work with the Center for Education Reform under Jeanne Allen, and how national leaders like Kevin Chavous influenced his thinking. Drawing on his leadership at charter school networks like Rocketship Education and LEAD Public Schools, Mitchell highlights what makes charter schools in the South successful, especially in Tennessee. Shaka also unpacks the shifting political landscape surrounding charter schools and the urgency of rebuilding bipartisan support. Mitchell discusses his time at the Institute for Justice and the legal strategies behind landmark U.S. Supreme Court victories for school choice. He provides insights into the growing momentum behind education savings accounts, tax credits, and voucher programs. Finally, he breaks down the proposed Educational Choice for Children Act (ECCA), offering a candid assessment of its strengths, weaknesses, and chances of passage in Congress.

In this episode of The Learning Curve, co-hosts Alisha Searcy and U-Arkansas Prof. Albert Cheng, speak with Michael Duffy, President of GO Tutor Corps, a nonprofit dedicated to closing achievement gaps through high-dosage tutoring in low-income communities. Mr. Duffy shares insights from his distinguished career in public service and education reform, beginning in Massachusetts state government under Governor Bill Weld and later in Boston's charter school movement. He reflects on the influence of the book Reinventing Government and the 1993 Massachusetts Education Reform Act, which helped make the Bay State a national leader in K–12 outcomes. Mr. Duffy also discusses Boston's charter sector, its formative leaders, and how its successful model migrated to New York City, where he worked under Chancellor Joel Klein and Mayor Michael Bloomberg to scale innovation in public education. Now leading GO Tutor Corps, Duffy describes the organization's intensive, relationship-based tutoring model as a powerful tool for addressing pandemic-related learning loss. He offers lessons for policymakers and educators across the country seeking to improve equity and academic outcomes for students most in need.

In this episode of The Learning Curve, co-hosts Alisha Searcy and U-Arkansas Prof. Albert Cheng interview Dr. Sheila Harrity, former Worcester Tech principal and nationally recognized vocational-technical education leader. Dr. Harrity shares insights from her distinguished career in voc-tech schooling. She discusses how Massachusetts voc-tech schools leveraged provisions of the 1993 Massachusetts Education Reform Act to achieve academic and occupational excellence, built strong partnerships with industry and higher ed, and dramatically reduced dropout rates. Dr. Harrity reflects on Worcester Tech's national acclaim, VIP visits from President Barack Obama and the late former Secretary of State Gen. Colin Powell, and school reform policy challenges, while offering three key strategies to strengthen urban voc-techs nationwide.

A Special Invitation!

Throwback Thursday!I Choose to Stay featuring Dr. Salome Thomas-ELOriginally Released On: 7-29-2022This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode:✅ Dr. Thomas-EL discusses why ‘he chose to stay' in education.✅ Dr. Thomas-EL shares strategies on improving staff morale and capacity.

In this episode of The Learning Curve, co-hosts U-Arkansas Prof. Albert Cheng and Alisha Searcy interview Steven Wilson, a senior fellow at Pioneer Institute and a leading voice in education reform. Mr. Wilson discusses his journey into K-12 education policy, reflecting on his early work with Gov. Bill Weld and the landmark 1993 Massachusetts Education Reform Act (MERA), which helped propel the state's schools to national and international success. Steven highlights the contributions of Linda Brown and Building Excellent Schools in fostering high-performing charter leaders and networks and addresses the political and curricular challenges charters face today. Wilson also examines the academic stagnation that continued with the 2024 NAEP results, linking it to the adoption of Common Core and broader shifts in education policy. He explores the intersection of K-12 curricula with race- and class-based politics and discusses themes from his upcoming book, The Lost Decade. He continues by discussing policy recommendations, calling for a renewed focus on rigorous academics to close achievement gaps and restore excellence and equality of opportunity in American education. In closing, Wilson reads a passage from his new book The Lost Decade.

Throwback Thursday! Rethinking Black History featuring Dr. LaGarrett King Originally Released On: 2-12-21This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode:✅ Dr. King discusses the importance of black history and how to properly reframe its instruction in k12.✅ Dr. King provides strategies on how to incorporate black history education in your daily history/social studies instruction.  

Discover how to revolutionize student support with RTI (Response to Intervention) and MTSS (Multi-Tiered System of Supports) in this expert-led episode. Mike Mattos, an internationally recognized educator, author, and co-creator of the RTI at Work™ model, shares proven strategies to help schools ensure every learner thrives. Drawing from decades of experience as a teacher, principal, and thought leader in professional learning communities, Mike breaks down practical tips, common mistakes to avoid, and insights for building a powerful framework of student success. Whether you're a teacher, principal, or district leader, this episode is packed with actionable advice to make RTI and MTSS work in your school. Learn more about Mike Mattos, his books, and resources at www.coolcatteacher.com/rti-mtss.

Throwback Thursday! Started from the Bottom, Now I'm Here featuring Darrion Cockrell Originally Released On: 6-18-21This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode:✅ Darrion discusses how he motivates and inspires his students and school community.✅ Darrion shares advice with other educators trying to make a positive impact with students at-risk.Whether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today.

Throwback Thursday!Title: Episode #27_Staff Motivation & Morale featuring Dr. Todd Whitaker Originally Released On: 2-26-21This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode, we:✅ discuss the importance of staff motivation and morale in school management,✅ provide tips on what you can do to ensure this is happening in your school.Whether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today.

Throwback Thursday! Title: Episode #46_Teaming for Well-Being - A Whole New Type Of Leadership featuring Jen BaldwinOriginally Released On: 11-18-22This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode, we explore:✅ Strategies to address Mental-Health concerns (post-pandemic)✅ Addressing SEL in a proactive mannerWhether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today.

Throwback Thursday!Title: Episode #46_The Art of Delegation featuring Dr. Marcus BelinOriginally Released On: 11-19-21This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode, we explore:✅ How ‘Delegation' is an essential concept of leadership.✅ Empowering colleagues to complete tasks unsupervised.Whether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today. 

Ever wonder what it really takes for women to thrive in leadership roles? In this episode, Dr. Jessica Bessolo and Dr. Carrie Mugridge unpack the hurdles many women encounter, such as imposter syndrome, the Queen Bee effect, and mansplaining, all inspired by Dr. Mugridge's doctoral research. Together, they go beyond just the challenges women face in the workplace, offering practical strategies to empower women leaders to step up confidently and support one another. Get ready for an insightful conversation on overcoming barriers and fostering a leadership culture that's more inclusive and empowering. --- ABOUT OUR GUESTS Dr. Carrie Mugridge is a seasoned educator with 24 years of experience spanning various roles within the field of education. Starting her career as a dedicated classroom teacher, she now serves as the Executive Director of Learning Services for Santa Fe Trail USD 434 (KS). Dr. Mugridge is also a passionate researcher, focusing her doctoral dissertation on women in leadership within the educational landscape. Her contributions to the field have been recognized through numerous honors, including being named one of the top 50 Women Leaders in the state of Kansas for 2023. Jennifer Bessolo, Ed.D. coordinates and leads the MSE Educational Administration and the Ed.D. District Leadership program at the University of Kansas and serves as a professor of practice in both levels of study. She earned her doctorate in educational leadership and policy studies from the University of Kansas and has a background in K-12 district and building leadership. Prior to the Professor of Practice position at the University of Kansas, Dr. Bessolo served 17 years in public school roles. --- SUBSCRIBE TO THE SERIES: YouTube | Spotify | Apple Podcasts | YouTube Music | Overcast FOLLOW US: Website | Facebook | Twitter | LinkedIn POWERED BY CLASSLINK: ClassLink provides one-click single sign-on into web and Windows applications, and instant access to files at school and in the cloud. Accessible from any computer, tablet, or smartphone, ClassLink is ideal for 1to1 and Bring Your Own Device (BYOD) initiatives. Learn more at classlink.com.

This week on The Learning Curve co-hosts DFER's Alisha Searcy and Charlie Chieppo interview Steven Wilson. Mr. Wilson delves into his extensive background, including his tenure at Pioneer Institute, his work with Governor Bill Weld, and his contributions to the landmark 1993 Massachusetts Education Reform Act. Steven shares insights into the high academic expectations and success of Boston's charter schools, emphasizing the importance of recruiting and retaining quality teachers and principals. He covers the significant growth of charter schools in the U.S., highlighting cities with strong political support and effective charter authorizing practices. Additionally, Wilson addresses the recent political shifts affecting charter schools, the impact of political correctness on educational quality, and previews his upcoming book on K-12 education and charter schools. He concludes by reflecting on the future of charter school reform and the steps policymakers should take to sustain and enhance educational innovation.

Explore the innovative world of Ludia, your AI-powered partner in Universal Design for Learning (UDL). Created to serve as a foundational tool and scaffold, Ludia assists in cultivating a UDL mindset and acts as a collaborative thought partner in intentionally designing educational experiences to minimize barriers. Join us as we delve into discussions with the creators and designers behind this transformative artificial intelligence tool. Discover how Ludia is shaping the future of educational practices. Learn more about LUDIA @ https://www.smore.com/vcpmkThe name “LUDIA” is a remix of the acronyms AI and UDL. Ludia means “play” in Greek. LUDIA (they/them) is non-binary; reimagining, not reinforcing, gender assumptions in the “AI helper” context. LUDIA was created by Beth Stark, UDL Expert and Inclusionary Practices Strategist for International Schools, and Jérémie Rostan, High School Curriculum and Instruction Coordinator at International School of Panama, and author of the E-Book, “AI-Powered UDL Strategies”. 

In this episode, join Cassie Brusch, Julie Ortlieb, and Brandon Langer as they delve deeper into the heart of accessibility in education, spotlighting innovative strategies and technologies that pave the way for inclusive learning environments. While the primary focus remains on ensuring every student has access to the resources and support they need, they also touch upon the role of AI in enhancing these efforts. Through their insights, we explore how AI and adaptive technologies contribute to the development of accessible educational practices, making learning more adaptable and personalized. Explore more information and resources  on the MCIU Learning Network: https://learn.mciu.org/designing-accessible-digital-content/

It's YOUR time to #EdUp In this episode, President Series #255 YOUR guest is Dr. Vince Boudreau, President, City College (CUNY) YOUR guest co-host is Dr. Christine Mangino, President, Queensborough Community College YOUR host is ⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠ YOUR sponsors are Ellucian Live 2024 & InsightsEDU  How should College Presidents navigate pressures & politics to sustain a long-term presidency? What are the most pressing issues & uncertainties facing Higher Education leaders right now? What does Vince see as the future of Higher Education? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠Elvin Freytes⁠⁠⁠ & ⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠The EdUp Experience⁠⁠⁠! We make education YOUR business! --- Send in a voice message: https://podcasters.spotify.com/pod/show/edup/message

A Coach's Coach: "If we continue to pursue living our lives so that other people's lives are better for them, then we're successful."SHOW NOTESThis Tender Land by William KruegerWOO HOO! You're Doing Great! by Sandra BoyntonSupport the show

Our first interview from Pennsylvania, Michelle advocates for people with learning challenges. She is someone who knows what it's like and has made it her mission to  inspire and empower others as a Paraprofessional, Photographer, Blogger, and Advocate.SHOWNOTESMichelle's MissionFacebookInstagramSupport the show

This edWeb podcast is sponsored by Institute for Education Innovation.The edLeader Panel recording can be accessed here.Sharpen your skills in building a robust and influential educational leadership network. Join us for an edWeb podcast that teaches you the secrets of forging meaningful connections, fostering collaboration, and advancing your personal and district's goals through strategic networking.In today's fast-paced educational landscape, the ability to cultivate a powerful network is more critical than ever. This session goes beyond the basics and dives deep into the art of relationship building. You gain insights into the strategies that seasoned leaders use to create networks that drive positive change and impact.This edWeb podcast is of interest to K-12 teachers and school and district leaders.Institute for Education Innovation Creating a safe space for constructive problem-solving and innovative 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.

President university turnover is a major problem in higher education, with the average tenure of leaders serving in this capacity at one institution declining sharply from 10 years to a shocking 3.7 years.   In this first half of a two-part series, Dr. Drumm McNaughton discusses the challenges facing university presidents and why their tenures have become so short with a nationally recognized authority figure who has one of the best track records and overall experience under his belt to speak on such a topic, Chancellor Emeritus Dr. William E. “Brit” Kirwan of the University System of Maryland. Few are as qualified to do so as Brit, having served as chancellor at the University System of Maryland for 13 years, president of The Ohio State University for four years, and president of the University of Maryland College Park for ten years.   Part two of this series will cover what higher ed can do to improve university president retention.     Highlights     §    The role of the university president has become much more complex and challenging over the last few years, causing the average tenure of presidents to fall from 10 to 3.7 years. There has never been more political interference and influence on higher ed as there is now, especially in Texas, Florida, and North Carolina. For example, the governor of Florida recently directed his attorney general to file a lawsuit against the Department of Education on changing accreditors.   §    There's also an unprecedented amount of pushback on DEI when diversity and inclusion were once very much a part of higher ed. In Ohio, a very anti-DEI bill was introduced that would restrict what higher education could do on diversity issues. This change in focus is forcing presidents to juggle what can be taught in the classroom and their faculty, who are very much invested in DEI initiatives.   §    Divisions and political beliefs are also over-influencing boards, causing them to be more directive and engaged in operational issues than they should be. As a result, sound board governance has declined, with many boards going rogue. Politicized boards also are forcing presidents to translate policy into operations when this should be done in parallel and jointly by the board, while boards are sticking their noses into what can be taught, which should be decided by the president.   §    For example, at the University of Virginia, the board chair recently told the president to announce her resignation at the next board meeting before board members were made aware of this decision. At Chapel Hill, the board refused to grant tenure to a distinguished journalist for political reasons. A similar situation occurred at Texas A&M.   §    Funding issues are mounting and will likely worsen, forcing presidents to make massive cuts to programs, negatively affecting faculty morale. Presidents are also more involved in fundraising than ever, complicating their leadership roles. Meanwhile, big-time intercollegiate athletic programs are forcing presidents to cobble together money to keep these expensive enterprises afloat.   §    There are two reasons universities can still hire presidents despite these major problems. The first is that it's human nature to want to advance and meet new challenges. As a result, many people are still compelled to rise to the top. The second is that salaries and compensation packages for presidents have escalated dramatically. There are several presidents earning compensation packages of $1 million or more per year.     Read the transcript →   About Our Podcast Guest   Dr. William E. “Brit” Kirwan is chancellor emeritus of the University System of Maryland (USM).  He is a nationally recognized authority on critical issues facing higher education. He served as chancellor of the University System of Maryland (USM) for 13 years (2002-2015), president of the Ohio State University for four years (1998-2002), and president of the University of Maryland, College Park for 10 years (1988-1998). Prior to his presidency, he was a member of the University of Maryland mathematics faculty for 24 years.   Dr. Kirwan is the past chair of, among other boards, the American Council for Higher Education, the Association of Public and Land Grant Universities, the American Association of Colleges & Universities, the Business Higher Education Forum, and the National Research Council Board on Higher Education and Workforce. He also served as the co-chair and chair of the Knight Commission on Intercollegiate Athletics from 2004 to 2016. Presently, he chairs a Statewide Commission on Innovation and Excellence in Education, which has been asked to make recommendations to the Governor and General Assembly to enable Maryland schools to perform at the level of the world's best school systems.   Among Dr. Kirwan's many honors is the 2010 TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence. Considered one of the nation's top higher education honors, this award recognizes outstanding leadership in higher education and contributions to the greater good.  In 2009, he received the Carnegie Corporation Leadership Award, which included a $500,000 grant to support USM academic priorities. Dr. Kirwan was elected to the American Academy of Arts and Sciences in 2002 and inducted into the Baltimore Sun's Maryland Business and Civic Hall of Fame in 2017.   Dr. Kirwan received his bachelor's degree in mathematics from the University of Kentucky and his master's and doctoral degrees in mathematics from Rutgers, The State University of New Jersey, in 1962 and 1964, respectively.    About the Host   Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/.   The Change Leader's Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #HigherEducation #HigherEdLeadership #HigherEdChallenges

Today, we delve into the captivating leadership of Abraham Lincoln. We'll explore how his use of empathy, dealing with challenges, working with rivals, and learning from his mistakes can inspire school principals to create a positive learning environment that brings out the best in every student.

Season 4 of the MCIU podcast wraps with a conversation between MVP (MCIU23) and our friends from IU8 with the World of Learning Institute.  In this episode, we explore the intersection of storytelling and executive functioning in online learning. Storytelling has the power to engage learners and enhance their executive functioning skills, leading to improved learning outcomes. More on the MCIU Learning Network at https://Learn.MCIU.org.

Kim Marshall was sixth-grade teacher, central office curriculum director, and elementary principal in the Boston Public Schools for 32 years. Since 2002, Kim has provided one-on-one coaching for principals. In addition, Kim consults, speaks, and teaches courses for school leaders, with a special focus on teacher supervision and evaluation, time management, the effective use of student assessments, and curriculum unit design. Kim also writes The Marshall Memo, a weekly summary of helpful articles for principals, teachers, superintendents, and other educators He is the author of a number of articles and books, including Rethinking Teacher Supervision and Evaluation.

In this episode, I explore the adverse effects of social media, specifically Twitter, on our attention span, mental health, and overall well-being. Drawing on research by Carl Newport on digital minimalism, I discussed and explained the benefits of leaving social media, including a clearer mind, more personal time, greater privacy, and more quality time. This episode serves as a reminder to be mindful of our social media use and to prioritize activities that truly bring us joy and fulfillment.

Chicago-based Beth Napleton is an executive leadership coach, consultant and the owner and founder of Beth Napleton Consulting. She offers senior leaders in education and at mission-driven organizations a clear path to excellence through individual, executive and group coaching experiences.

Josh Tovar is the principal at Garland Independent School District and a cohost of the Unlock the Middle podcast

Dr. Elizabeth Alvarez (@EAlvarezD91) is the Superintendent at Forest Park District 91 and President of IALAS

Full Transcript with Kerianne Carter[00:00:00]Ryan Rarick: Welcome to the Utah Teacher Fellows Podcast. My name is Ryan Rarick and I am a teacher on special assignment at Snow Canyon High School in Washington County School District. [00:00:16]Audryn Damron: And I'm Audryn Damron, a special education math teacher at Cottonwood High School in Granite School District. Welcome to another episode of the Utah Teacher Fellows Podcast.[00:00:25]Ryan Rarick: As a reminder, the purpose of the Utah Teacher Fellows Podcast is to share teachers stories, share what makes teaching great, why teaching is great, and how teaching is great. We are excited to do this with our guest today. [00:00:40]Audryn Damron: Today's Utah Teacher Fellows podcast. We have Kerianne Carter. Kerianne knew as a young student in Davis School District that she wanted to be a teacher.[00:00:49] In 2017, she began her career teaching in Davis, sharing her passion for language arts, literature and history with elementary students. Kerianne currently serves fellow teachers as an executive board member for the Davis Education Association. And assist students as a Junior Hope Squad advisor for her school.[00:01:06] She earned a bachelor's degree in interdisciplinary studies from Western Governor's University in 2017 and has returned to a master's degree in leadership. She enjoys connecting with other educators on Twitter, and she can be reached at, @heysheteach. Welcome Kerianne. [00:01:24]@Kerianne Carter: Hey, I'm happy to be here. [00:01:28]Ryan Rarick: Our first thing that we do is an icebreaker.[00:01:32] It's our procedure. It's our structure. What is your favorite topic or lesson to teach your students? And I guess for some more background, I'm trying to think of, what are the lessons that, even the day before, you're like, yes, tomorrow I get to teach this.[00:01:45]@Kerianne Carter: I love teaching the Revolutionary War of fifth graders. It's their first experience with getting to learn American history. Usually what they know about it is pretty chunky, bits and pieces. So, kind of getting to lead up to it, that first big conversation we [00:02:00] have leading up to the fight for Freedom Revolutionary War.[00:02:02] When we talk about Boston Tea Party where we talk about the Stamp Act, just kind of giving 'em those tidbits leading up to that big fight for freedom. It's my very favorite time of the year. [00:02:12]Ryan Rarick: Do fifth graders act out the parts? Do they dress up or anything? [00:02:16]@Kerianne Carter: So, dressing up, kind of giving the climate that we're in in education is kind of a no-go these days.[00:02:21] We do a lot of hands-on activities with the tea party exploration. We do a lot with jigsaws where we'll break into the different causes and theories behind why the different groups joined in. We kind of make it as hands on as we can without digging too deep. I would say fifth grade, US history is more surface deep, and then I just try to get 'em really interested and I promise them by the time they get to junior high, they'll get a whole year where they can dig into it.[00:02:45] So I just try to give them all the key points so that they really want more. [00:02:49]Audryn Damron: Ryan are both in secondary, right? And. Kerianne, I love that you're, you're telling your kids this is exciting and I'm just gonna give you preview pieces here, but then you're gonna get a whole year to dive into this.[00:03:00] Because sadly, a lot of students when they come to me hate and loathe history and I'm like, oh my gosh, what is happening? And they're all excited to learn different pieces in elementary school and then, they are not later. [00:03:15]Ryan Rarick: And maybe we can tap into that and have the kids remember how excited they were. I wonder if any kids ironically use the lessons of the revolution to, Challenge any of your authority in the classroom. I want, I wanna know if any fifth graders are like standing on a desk yelling, give me liberty or give me death.[00:03:30]@Kerianne Carter: They have asked if they could protest the principal and protest for longer recess because we tried to dig into, you know, the whole idea behind the revolution was they were treason. They were committing treason. So, by signing that declaration, all of them could. Really if caught, they could be committed to a death sentence.[00:03:49] So they were really putting everything on the line. And so, then it gets into, well, could we put everything on the line and request more recess or better lunches or different lunch? So, I mean, it's an elementary mindset. So, then we kind of dig into, well, we have to really think what was the cause and what was the point and what led up to it.[00:04:06]Ryan Rarick: Thank you for the icebreaker. Let's get into Kerianne's story.[00:04:10]Audryn Damron: My favorite question is, how and why did you get into teaching? And Kerianne, you and I have had many different conversations about how and why, and so I will be asking probing questions if. Do not get as many details as I want. So that's, please share with us your journey. Was this like, I mean, your bio mentioned that you wanted to be a teacher forever, but I feel like you started in a different field.[00:04:36] Tell us your journey. How did you get here? [00:04:39]@Kerianne Carter: So, I did always wanna be a teacher. We moved a lot when I was a kid. In elementary school, like thinking K through six, I went to I think seven different schools. And people would always say, oh, is your dad in the military? No, he worked for Sam's Club.[00:04:53] So it was back in the nineties when Sam's Club was like the thing before Costco. And so he would get movedto open new clubs. So, we moved all the time and I never really felt like I had a place. And then we moved to Utah in sixth grade and when I was in sixth grade, And I finally kind of got settled and I had a sixth-grade teacher who happened to answer the phone call one day when the junior high asked, well, who would wanna be your seventh grade student body representative for your school?[00:05:21] And he picked me. And it kind of changed my whole everything. My junior high was in Davis, and it changed my whole world. It kind of gave me a place, it gave me a purpose and it gave me kind of a solid ground. And there were teachers that worked at Davis School District, Jodi Hutchinson, Ken Wright who.[00:05:40] Gave me a place where I felt at home and I felt comfortable, and that really drove me forward and I wanted to do that for other people. So, I always wanted to teach secondary. It was always my purpose to teach English and history. It's what I wanted to do. I graduated in 2005 and I went straight to Weber State everybody else did in my school graduating class.[00:06:04] And so we rolled in and you know, I went and met with the advisors and this was in oh 5, 0 6 when there were a lot of people wanting to teach English and history. And the advisor said, well, do you think you might be interested in teaching math or science? And I said actually, I don't enjoy math and science is messy, so, no, that's, that's a no.[00:06:26] And she's like, well, I'm gonna tell you, since you don't really have a coaching background, which if you knew me, I can't even throw a ball in the direction of the hoop. So, nope, that's gonna be off the table as well. You're probably gonna need to go into maybe elementary. So I didn't really wanna do it at that point, so I kind of tabled school.[00:06:46] I got married and I quit school like every parent tells you not to do. And I ended up in marketing. For about 10 years I did e-commerce marketing and I learned a ton. I ended up in purchasing in sales, and I became really good at building relationships and really fostering those relationships and finding ways to connect with people.[00:07:05] And it, it was actually my sister-in-law who went back to school later as well. Now we're in our mid twenties, and she went back to school with little kids too, and she got her own classroom. 2013 and was telling me we were on Willard Bay, we were boating, and she was like, I've got my classroom set up and I'm just so excited to get started.[00:07:25] And I told her how jealous I was and she looked me in my face and she said, I don't know why you could go too. And so I did. That night I signed up, I registered at Slick at Salt Lake Community College, and I took all the classes I could take at Salt Lake Community College, and then I transferred to Western Governors and I just kind of never stopped.[00:07:44] I ended up doing elementary because that was what worked for me. It worked for my schedule, and I had a little kid at that point. I still love teaching elementary. It's not what I thought I would do. I actually find myself connecting a lot with secondary teachers as well, so I don't know what the future will hold long-term.[00:08:01] I definitely like teaching the older elementary people. I connect better with them. The younger kids don't understand sarcasm. They just, they don't think I'm funny. They just think I'm weird. They just think I'm weird.[00:08:14] They just give me the side eye and walk away. So, I definitely find, though, in so many ways that I wouldn't have ever anticipated that my marketing experience applies so directly to my education experience. So much of education is building relationships. And it's making connections and it's fostering those relationships and keeping strong and open communication with people.[00:08:37] And that's what I did every day. I had to get people who wanted to open accounts with me and it, they had to wanna do it just because they liked me. And sometimes I feel like an education, we have to have students who want to. Because we want them to, they don't wanna come to school and learn because they want to.[00:08:57] The intrinsic motivation isn't there, especially in my fifth and sixth graders, where if they don't have the push at home, they're not gonna come to school and wanna work hard unless they wanna do it for me. So, I work really hard to establish the same relationships with a 10 and 11, 12 year old that I did with, you know, huge businesses in the juvenile.[00:09:18] That I did, you know, five or six years ago. So, it's interesting how much they overlap, but that's why that's my way. So, I've got a few follow ups here. The, one of the things that I love pointing out in all of the stories that we've heard from the, the various fellows that we've interviewed is just the power of a single moment that people can often trace their story back to.[00:09:45] And you mentioned you moved around a lot. First of all, absolutely. Love the idea that your dad worked at Sam's Club and then you said, so we moved around a lot because he was open up new clubs. And it just makes it seem he's just like this nightclub promoter, but it's Sam's Club, the club.[00:10:01] He's selling the frozen goods. You guys, it was in the soft lines, hard lines. Anyway, the club life. But you, so you came to Utah in sixth grade and a teacher selected you as the student body rep for seventh grade? Yep. Why did, why did that teacher pick you? Do you know? Honestly, my class was super hard. I remember this being really hard and I, at that point, I wouldn't have recognized probably myself.[00:10:34] Three years later, I was actually really quiet. I kept to myself quite a bit. I was pretty reserved. So I'm assuming he either he saw something in me that I didn't see. If I'm thinking teacher big, right? Or he just thought she had a really good student, I'll pick her. So it's one of the two, I would guess he's actually retiring this year, so I could probably email him and ask him if he remembered.[00:10:55] But I mean, we're talking vintage at this point. [00:10:57]Ryan Rarick: Speaking of that, who are these other teachers that you identified as inspiration?[00:11:00] Was Jodi and Ken? Is that what their names are? [00:11:03]@Kerianne Carter: Jodi Hutchinson, she teaches at Clearfield High now. She did health and she did English at North Davis Junior High, and then Ken Wright was, The student government advisor and he taught Utah studies, which I think is a really hard class to make.[00:11:17] Interesting. But he really did, and he did eighth grade English at that point. But they were two teachers who were friends and then their outstanding communication and just bond with each other made me see that school didn't have to be teachers in closed rooms with closed doors doing their own thing.[00:11:35] They collaborated with each other. They did funny stuff, they had fun at work and that was something I knew that I wanted. I wanted to have fun at work. So it was something I recognized wanting to duplicate in myself. I love that because that isn't necessary. [00:11:52] I mean, I'm sure there were great moments in the classroom as well, but it just shows me that a lot of our profession and, you know, the promotion of.[00:12:02] Happens in these moments where we're just being humans and not doing our work. Right. I think we've had a bunch of stories that talk about that too, where sometimes there'll be a comment that a teacher makes to a student that isn't even content based. It's not based on an assignment or anything like that.[00:12:19] It's just because we've had interactions with that student and you should do this. You, you'd be a good teacher. And it's like that becomes an identity. For that kid. But anyway, so just carry on You seeing these teachers having fun and basically collaborating and interacting with each other.[00:12:35]Audryn Damron: But I've legitimately never thought about my students watching the way that I interact with my teacher, my fellow neighbors as friends almost. You know what I mean?[00:12:44] This is kind of blowing my mind actually in thinking about. The workplace environment, right, and having friends and stuff. I remember at Christmas, just this past Christmas I came home with a whole bag of goodies cuz teachers give each other everything. And my husband, who's an engineer was like, I don't.[00:13:01] What is that? I don't talk to people at work , I don't like Valentine's Day, we did like a Valentine exchange with teachers. Right? Again, we, it's this community of people and like we're all kind of similar. Like if you choose teaching, you have a certain vein in you, right? But then on top of that, It's those teacher relationships.[00:13:21] One of the other special education teachers and I are really good friends and I think it was the Covid school year, like when we were going back, we both talked about how hard life is and how much everything is hard. And so we decided to prank each other with our classes. In her class, got a bunch of spoons and like, wrote little messages on them.[00:13:40] And then when I was gone co-teaching, they spooned my classroom, you know, and I got together with kids and she's afraid of clowns, so we printed off a million pictures of clowns and pasted them in her room like, like silly things like that. And I'm like, I never, I never even thought about what my students are looking at.[00:13:59]But here you are saying that you thought teaching is fun. And I feel like we need that everywhere right now. This reminder that teaching is fun.[00:14:08]@Kerianne Carter: Teaching is fun. These people were important enough that my mom knew that when she threw a 16th surprise birthday party for me, she invited these teachers, they were there.[00:14:20] Like, yeah, they were there because they were important to me and she knew that. So, there's something to be said I think for that. You know, you just never know that, that that's, that joy is reflected in so many ways and it was special for me to see.[00:14:34] It's a dream I never gave up and something I wasn't willing to walk away from. But I'm really glad I had the marketing experience to push me through in education as well. I just, it's been an interesting.[00:14:47]Ryan Rarick: It's pretty cool that you, you mentioned you were able to make some connections between marketing and teaching and like this concept that like, now the thing that you're selling is you or your content and you're like getting a, a new client every day.[00:14:59] And I think that's a, that's a pretty cool way of that was part of your path, not a different path, you know what I mean? Like we're all on our own path and the experiences that we have are build us, we all become a total of our previous experiences. [00:15:12] One, one other follow up and then we're gonna get to another topic. But I, I did wanna ask one more thing. You said you were on Willard Bay. With your sister? Is that who you were with? [00:15:21]@Kerianne Carter: She was my sister-in-law. Sister-in-law, yeah. [00:15:24]Ryan Rarick: And you said that you were jealous. I wanna explore that. When you, when she told you that, what was it that made you jealous? What were the thoughts that were going through your head that you were like, oh, I want to have that? [00:15:37]@Kerianne Carter: It seemed impossible at that point, cuz at that point I probably had a year of college done and I was, I'm trying to think how old I even was.[00:15:45] It's like I teach like a little bit of math. I mean, I was probably like 25, 26 I teach language arts and history. That's the primary stuff that I teach. So I mean, the thought of going back full-time and doing college seemed so unattainable to me and just.[00:16:02] Overwhelming, like, how would I do it? I had, at that point, I had like a four-year-old. I worked full-time and then the thought of working full-time at college as well. I didn't know how I would do it. And then just having her look at me dead pan and say, why couldn't you?[00:16:17] Of course you can just go. I think it was the inspiration and I guess the kick that I needed to say. You're right, of course I can. And one day if I want my own kid to do that, I should probably be the example of what. I'm expecting of him. And so I'm really glad that I did. I remind myself that every day as I work on my master's degree as well.[00:16:36] It's an ongoing, you know, it's an ongoing career path and something that I feel like we're always seeking to obtain is that further education and we're always pursuing. You know, the next level of what we can educate ourselves on, whether it's in professional development or you know, like what we do with the teacher fellows trying to uplift and just educate others about our profession.[00:16:58] Having her look me in the face and tell me, go back to school. You don't need to be jealous. Now she teaches second grade and I'm not jealous of that. That's okay. I'm okay with her teaching second grade because you will find with elementary teachers, there's two very different groups of us. There's the group that teaches the older kids and the group that teaches the younger kids, and we love and appreciate both.[00:17:21] Because they're very different breeds of people. The younger grades teach the kids the foundational skills that they need to be successful. I feel like my job as an older elementary teacher is to teach them how to use those skills and to prepare them for what comes next when they come to the both of you.[00:17:40] That's my job is I'm gonna teach them to love to learn how to learn and how to apply those foundational skills that their younger elementary teachers have. [00:17:49]Ryan Rarick: That's awesome. And it's like you know that that vertical alignment where everybody's filling a role and then we're getting the, getting the most out of, out of the students and providing the most for the students so that they can, we can put them in a position to be successful.[00:18:04] Okay. We're gonna make a transition cuz you just brought it up a second ago. You, you mentioned, One of the, one of the most fascinating, sometimes it seems daunting, but it's actually one of the most stimulating aspects of our profession, is that we are continually engaged in a cycle of improvement, like, and learning.[00:18:23] So even if we're teaching the same content, we're learning new things all the time. And, and one of the more overt ways that we demonstrate that is by pursuing degrees. So let's, let's talk about education leadership. And Kerianne, tell us a little bit about why you decided to pursue the master's degree that you're pursuing and specifically a degree in education leadership.[00:18:44]@Kerianne Carter: I work for a really great administrator. He does a really good job of. Allowing teachers the flexibility to do what they're good at while embracing a leadership style that coaches when needed. I recognize that when you work for a leader who matches your learning style, well, I guess that you should attack that opportunity while you've.[00:19:12] In Davis, we tend to shuffle our administrators. I mean, every so often there's no like science behind it, but there's not like a long lasting opportunity for an administrator that you work well with to be with you for the long term. So, I recognize that I wanted to continue to learn from someone who I felt like reflected my philosophy of education and whose alignment was very close to.[00:19:37] So he asked me one of the first couple months of school, like, so what are you gonna do like long term? And I was like, you mean like teach like I'm gonna keep doing this. This is what I'm gonna do. And he said, and you're great at that. Do that. But have you thought about doing administration, you're a leader.[00:19:54] I recognize that you're organized, like what would come next for you? So, in our district to work in the district office to pursue other opportunities maybe outside of just the classroom environment. A master's degree in education, leadership is what you need. So, it's kind of like that back pocket degree that you need.[00:20:11] So why did I pursue a Master's in education Leadership? It's because I work for a strong principal, and I wanted to attack the opportunity to have that time with him and to learn from him while he was in my building.[00:20:26] And Davis, we don't always get an administrator for the long term. And so much of a master's in education leadership is practicum hours where you work hand in hand with that administrator. And his philosophy of education is very close to mine. So, it was kind of that once in a lifetime, like if you're gonna do it, you should probably do it now.[00:20:45] So that's part of why I decided to attack it at the moment. And then on top of that, in Davis district to work in our district office, typically those positions require a degree in education leadership. So it kind of was a twofold it was kind of thebest of both worlds for me at that. I didn't know that I would wanna take it into an administrative opportunity, but I feel like it was a great chance to educate myself and have it available if the opportunity arose.[00:21:14]Audryn Damron: So, you're currently doing practicum hours? [00:21:17]@Kerianne Carter: Yes. [00:21:19]Audryn Damron: What does that look like for someone who's never done? Anything like that because you're like teaching full-time but also doing practicum hours. Like how does that work? [00:21:27]@Kerianne Carter: So sometimes I will take personal leave and I will work with the administration on various task. It's looked like at times when both our, we don't have assistant principals at Davis. In elementary we have as elementary interns. If the elementary intern and our principal is out of the office, then there's been times where I've taken my own personal leave to be able to work in the office and get that experience.[00:21:50] On top of that, our school implements a middle school model for our fifth and sixth graders. So, what I've been doing on top of my regular teaching routine is we do scheduling for our fifth and sixth graders in a system that's very similar to the junior high and high school scheduling system. But we have too manually do it.[00:22:12] A lot of my hours are built into the scheduling, maintenance. I'm responsible for schedule changes and building the schedules and making the surveys where the kids all pick their courses. So, a lot of it I do after hours. Not a lot of it is spent during the school day because there's just not a lot of bandwidth for it.[00:22:30] You do have to do a certain percent of secondary hours too. Western Governors allows you to count. Meetings, like school board meetings, the secondary hours. And then I also spent time during the summer helping run a summer camp at the local junior high. So, I found ways kind of to try to work it to my advantage and be out of my classroom as little as possible so that my kids aren't suffering for the attainment of this degree.[00:22:56]Ryan Rarick: Kerianne. What's something, as you've been pursuing and, and earning this degree in educational leadership, and maybe even from your practicum, what's something that's been eye-opening to you that from like the educational leadership side that maybe most people from the teacher side wouldn't either know or know or have a lot of familiarity with?[00:23:17]@Kerianne Carter: There's no right answer, to any situation, so no matter what an administrator chooses to do, someone will be unhappy with it.Either the educator who referred a student to the office will be unhappy with the decision. The parent of the student will be unhappy with the decision. The student themselves will be unhappy with the decision.[00:23:43] There's, there could be disagreement within the administration about the way the situation was handled. I feel like the biggest takeaway I've had is no one's ever happy. So, what we do is we find the path of least resistance that offers the best results for the child. And if we're doing what's best for the kid, then we've made the right choice.[00:24:04] Now that might not always look like the best thing for the teacher. But at the end of the day, we're here for the kids. So that's been my biggest takeaway and it's probably impacted the way that I teach as well, because it's a huge, it's a huge transition to really consider that everything we do is student-centered and everything the office and the administration deals with is student-centered too.[00:24:28] If they send that kid back with a Jolly Rancher and a smile. There was probably a reason behind it, and communication may be lacking. There could be things that need to be refined, but at the end of the day, there was a reason it was done that way, and it's probably because it's what's best for the kid.[00:24:45]Ryan Rarick: That's like the best explanation I've ever heard for that, that there's no right answer.[00:24:50]Audryn Damron: We're almost out of time. How is this happening? Okay, so Kerianne, we have discussed how you've gotten to teaching. You have a very unique perspective cuz you were in marketing, which I love. And then we're in teaching right now, we're getting a master's in contemplating. Ed Leadership.[00:25:05] And I actually wanna make one comment before we just kind of discuss one more topic. So we were at dinner at our last Utah Teacher Fellows convening, and I sat at the same table as Kerianne. And at this table next to us was another educator who we actually interviewed at the beginning. And her name is Michelle.[00:25:23] She's a librarian. And she talked about how we were talking about Kerianne's story right now and going. Admin and Michelle said, I. I'm so glad there are people like you because she's like, I have no desire to leave the classroom. Like I'm so happy with where I am and I'm so grateful for teachers like you, like quality teachers who are interested in education, leadership.[00:25:48] And Kerianne, I don't know if you remember what she said, right, or not Probably do because you said something like, I am excited. Because I, I'm excited for where I'm going because I want teachers like you to be able to stay in the classroom. Tell us just a little bit about that, because that gives me the chills.[00:26:05] I'm so grateful for both of you and your experiences. Right. Tell us a little bit about that. [00:26:10]@Kerianne Carter: When people ask why I wanna do administration or why I would ever wanna choose to leave the classroom, the first thing I usually tell 'em is, it's not that I want to leave. I love what I do.[00:26:19] I love working with kids. I love when they walk in and they're excited to see me and they wanna know what we're gonna do for the day. But I also recognize that I have a passion for things that other teachers don't. I recognize that I love going to lobby on the hill. I recognize that I have a passion for ed policy.[00:26:37]I recognize that I love creating relationships with people that other teachers have no desire to talk to. I recognize that there's a place for me in education leadership so that my friends can stay in their classrooms. Now it's self-serving in that I would love to be an administrator as well. I would love to represent teachers because we do the best work that there is.[00:27:02]But I also would love to be an administrator because the colleagues that I work with deserve the opportunity to do the work that they love and be represented by someone who understands what they do and cares enough to do it in the right way. The things that I love can be intertwined together in a really powerful way.[00:27:20] Usually that's when people ask, why would you ever wanna be a principal? Ew. I usually will tell them, because I feel like it's my purpose to step up and do a role that I know that I would be good at and that I would enjoy doing so that my friends can do what they love and they can teach.[00:27:37]Audryn Damron: Oh snaps.[00:27:38] I'm like, jazz hands snaps. Like what do I even do right now? That was just so powerful and I, so I just wanted to bring that up cuz when we were at dinner I, it was a pretty powerful conversation. I feel like we, we had a lot of connective moments and that's the beauty of even like the four people on this podcast.[00:27:55] Shout out to Kayla, who we never hear, but she's doing a lot of the back work. It's our different roles and how, like, how we've gotten there and where we've followed our passions. You know, Kayla left the classroom and is working at U e n, but she's following her passions and her skills with digital and like teaching classes.[00:28:11] And Kerianne is talking about you know, pursuing some ed leadership. The same thing happened with Ryan as he was pursuing what different thing. We all get to take our educational experience and we get to follow a passion. I think that's what keeps us in, which is getting close to our last question.[00:28:30]Ryan Rarick: But anyway, I just wanted to, to bring that up is that it's not it's not a, it's not two sides or opposing sides. It's, we're all, we're all teammates and we need the best people in all of the places. [00:28:43]@Kerianne Carter: It's a friendship bracelet, you guys. It's gotta be braided together.[00:28:48]Audryn Damron: I get to sandwich my favorite questions. Why do you get into teaching? And then tell us what keeps you in. And I know you've said a lot of reasons already. But give us the final, like what are you excited to do next?[00:29:01] And I know admin, you know, applying to jobs and stuff, I know that's in your future. Tell us where you want that to go. Like what's your timeline? Of course, you don't know all of that cause that kind of depends, but, and then what keeps you in? Like why, why are you still teaching amidst to the crazy, the craziness of teaching sometimes.[00:29:20]@Kerianne Carter: What comes next? I don't know what comes next. I applied and but I'm really excited because at this point,[00:29:25]Audryn Damron: You've applied for admin positions, correct? [00:29:27]@Kerianne Carter: Yeah. But at this point in the year, interns have been placed, so I'm actually really excited that I get to have a year more in my classroom.[00:29:36] I feel really good about that. I'm in a really good spot. [00:29:38]Ryan Rarick: So real quick, Kerianne, just to clarify for maybe some of our listeners, when you apply for an admin position in Davis, I know this is how it is in Washington County, are you actually applying for a candidate pool? [00:29:49]@Kerianne Carter: Yes. [00:29:50]Ryan Rarick: Okay. Sometimes people misunderstand that.[00:29:52] There's gonna be an opening at this school. Many school districts ask for, they want candidate pools of qualified people. And then when there's an opening at a school, the school will look at the candidate pool and select somebody from there. So, you don't always have a say in where you go in an administrative role.[00:30:09] You, you go to wherever there's an opening. [00:30:11]@Kerianne Carter: Yes, so I'm okay with that. I feel like pacing is everything and timing is everything. It gives me more opportunity to work with more kids, build more relationships. I'm okay with that. Next year I'm really excited to teach sixth grade language arts all day.[00:30:25] And then fifth grade US history. So, I really get to focus on two core content areas, which are two core content areas that I love. So, I'm really excited for next year. And then what keeps me in the profession is I love what we do. Every day is different, and I feel like my business and marketing background, our job is difficult and it's arduous, and there's days that are so ridiculously hard, but every day is.[00:30:51]And so I can wake up tomorrow and have an entirely different day. I can have kids with different moods. I can have a whole different lesson plan. I can teach different content. Everything is new. So teaching is never stale. Teaching is never uneventful. Teaching is never boring. It's always something fresh and new and spicy.[00:31:10] And I just, there's nothing I don't love about what I do. There's just days that are hard, so I wouldn't do anything.[00:31:18]Ryan Rarick: I think your kids seeing you do things is really powerful, but our time is winding down and I think. The quote is timing is everything. It's really cool to be in a position like you are Kerianne, where you, you, you're looking for opportunities in the future, but you love what you currently do.[00:31:36] For our listeners, thank you for joining us and for listening to Kerianne's story. [00:31:40]Audryn Damron: Thank you everyone for listening to us and allowing us to introduce you all to Kerianne. Please listen and subscribe to our podcast on Spotify, Google Play, apple Music, Stitcher, or wherever you access podcasts. We produce episodes every month and we'll continue to introduce you to other passionate educators who are excited to share their stories.[00:31:58] A huge thank you to Kerianne for joining us. This podcast was produced by Kayla Towner for my co-host Ryan Rarick. I'm Audryn Damron. Thanks for listening. Go make teaching. Great. Bye everybody.[00:32:10]Ryan Rarick: See ya. SOCIAL MEDIA:Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Kerianne Carter (@heysheteach) -- 5th & 6th grade teacher in Davis School DistrictAudryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646

Erik M. Francis is the author of “Deconstructing Depth of Knowledge” with Solution Tree and “Now That's a Good Question!” with ASCD. With Maverick Education, he provides professional development, guidance, and support on how to develop and deliver teaching and learning experiences that are academically rigorous, socially and emotionally supportive, and student responsive.

Darrin Peppard is an author, leadership coach, consultant, and speaker focused on organizational culture and climate, and coaching emerging leaders

The University Innovation Alliance (UIA) is a multi-campus laboratory for student success innovation that helps university leaders dramatically accelerate the implementation of scalable solutions to increase the number and diversity of college graduates. Founder and CEO Dr. Bridget Burns sits down with Elana Leoni, CEO of Leoni Consulting Group, to discuss what it means to collaborate, how to best serve any kind of audience, and some basic ways in which the EdTech industry could be more responsive to its market.Show notes: leoniconsultinggroup.com/41

ESports is HERE and if it's not already at your local school, it soon will be! You'll be surprised by the changing landscape happening right now and how ESports connects students - leading to real-world skills, millions in scholarships, and more.  SHOW NOTESGaming ConceptsGeneration ESportsKristen Craft's TwitterKristen Craft's Linked In Murphy Lynne's episode (Kristen's former student, Author of "Am I Invisible?")Support the show

This week, we are joined by Brian Buffington who serves as a tech integration specialist at Pioneer RECA in Cleveland, Georgia. This episode focuses on some of the fun stories and innovative practices that Brian has seen and led in his region in an effort to enhance his support of school leaders and teachers. This episode previews the message of an upcoming session that Brian will be leading for AESA's Small Staff Community of Practice titled, Buff Nuggets for Leaders: Empowering Others. For more on the AESA session, access the following link before March 23rd. https://associationofeducationalserviceagenciesaesa.growthzoneapp.com/calendar/details/2023-24-small-staff-esas-community-of-practice-822154 For more Buff Nuggets from Brian Buffington, access https://briankbuffington.com/

Dr. Ernesto Matías has an illustrious career where has served in Chicago Public Schools as an assistant principal at Kanoon Magnet school, principal at Wells Community Academy, Deputy Chief of the Office of Strategic School Support, Chief of Network 4, Chief Academic Officer of the Office of Language and Cultural Education and most recently as the Education Officer at the Illinois State Board of Education. At some point during my trajectory, he dedicated time to guide me with the utmost attention and professionalism. I will forever respect and admire don Ernesto, a good person!

This episode features Ann Bisignani. She has a Master's in Public Management with an Educational Leadership Concentration. Bisignani's career as an educator comprises an incredible range of roles and experiences. She began her career as a high school business teacher and technology specialist. She then moved into administration and became a high school principal and, later, assistant to the superintendent. Her career also includes the visionary work she was part over a decade ago as a project manager--designing, developing, and implementing a new blended learning model for a cyber school.  At Carlow University, she's helped develop master's programs, she's designed courses in those programs, she works with secondary student teachers, she is the graduate coordinator, and, in her spare time, she teaches graduate courses in the Ed Leadership program.  During our conversation we explore the preparation of principals as this role continues to evolve during these unsettled times.  

Looking for leadership advice that will help you have a greater impact this upcoming school year? Harvard graduate and current High School Social Studies teacher, Tristan Bernhard, and I reflect on 5 ed leadership insights from our first year in ed leadership programs. . Welcome to The Ed Essentials Podcast! This is Hunter Flesch and if you are an educator looking for teaching and leadership strategies, then The Ed Essentials Podcast is the show for you. My mission is to equip you with the necessary skills and insights to help you have a greater impact on the world of education. . Connect with Tristan: @tjberns . For more Ed Essentials resources and social media links: https://linktr.ee/edessentials . Please consider leaving a rating or a review if you are loving the show! AND if you are feeling EXTRA generous, share this episode with a friend. It helps other motivated educators connect with this show! THANK YOU for listening! --- Support this podcast: https://anchor.fm/edessentials/support

Brandon Mowinkel, principal at Milford Jr/SR High School in Milford, Nebraska, joins us for the pod to preview his message for his keynote and breakout sessions at the upcoming Future Ready Nebraska Conference. In this episode, Brandon shares insights about the culture at Milford and the guiding principles that have led his school, staff, and students through his tenure there. Register for the #FRNebraska Conference at nefutureready.com

School Administrators, this episode is for you. Yours can be a lonely position - but it shouldn't be!  Daniel Bauer is Author of "Mastermind: Unlocking Talent Within Every School Leader" and Chief Ruckus Maker at Better Leaders Better Schools. What is a Mastermind?  Why join forces with other administrators?  How will this help you WIN?   As Danny says, EVERYONE wins when YOU get better.SHOWNOTESBetter Leaders Better SchoolsBook Website  Use "RUCKUS" for 20% off the cover price + free shipping!Subscribe to Danny's BLBS podcast on AppleSubscribe to Danny's daily 5min or less "School Leadership Series" on SpotifyContact DannyFind Danny at Linked inTwitterInstagramFacebookMediumSupport the show

In the Whole Armor of God Series, Coach Chelsea Speaks with Monique A. J. Smith on "Clearing the Cache." Monique A.J. Smith, is a Leadership Strategist that guides Athletics Departments/Sport Organizations and Individuals who wish to advance in Athletics Administration/Sports Business or the Marketplace. Smith, a Sports Management veteran of 30 plus years, owns a consulting business Seeds of Empowerment ® LLC, where she consults in three ways 1. University workshops & retreats, 2. “Advance Academy Mastermind” Monthly Membership Program 3. Executive One-on-One Coaching 4. “Significance in Athletics and Sports” magazine. She is Adjunct Faculty at Hampton University teaching Sports Management Courses. She is most known for her 8 seasons as the host of the internationally recognized weekly podcast "A Chat in the Garden with Monique A.J. Smith”, that spotlights Women of Color in Athletics/Sports to her 2K Followers. An Higher Education veteran of over 30 years, she launched her consulting business Seeds of Empowerment ® LLC full-time March 2013. Smith has been conducting workshops for youth, women, educational and corporate organizations as well as senior citizens since 2005. The B.O.S.S. Network has listed Seeds of Empowerment® as one of 50 businesses to watch. Smith time in Collegiate Athletics includes a 13 year tenure as athletic conference executive for the historic Central Intercollegiate Athletic Association (CIAA). She also served in various athletic administrative roles on the campuses of Saint Paul's College and the University of Maryland Eastern Shore within a ten year period. Smith was a member of the Adjunct Faculty at Old Dominion University in Norfolk teaching Sports Management courses. With the understanding that knowledge is the key to success, Smith customizes her presentations to provide clients with leadership tools to prepare them to make informed decisions. Monique has dedicated her life to marketing the success of others, developing opportunities for the underrepresented and influencing decision makers to embrace diversity and inclusion. These actions have led to extraordinary opportunities to facilitate change and see strives in the development of others. Smith is a native of Waverly, Virginia and resides in Hampton, Virginia with her husband and Hampton University college sweetheart, Thomas Smith III. --- Support this podcast: https://anchor.fm/chefranjohn/support

https://www.ascd.org/blogs/top-el-articles-of-2021 "5 Changes, 5 Shifts, and 5 Implications for What's Next in Education" by Tom Vander Ark Follow Monica Burns on Twitter: @ClassTechTips and/or on Instagram: classtechtips Coaching for Educator Wellness by Tina H. Boogren

https://www.ascd.org/blogs/top-el-articles-of-2021 December 2020/January 2021: "Coping With Change and Uncertainty" by Phyllis L. Fagell February 2021: "Moving from Talk to Action in Professional Learning" by Jim Knight May 2021: "What Can We Learn from Covid-Era Instruction?" by John Hattie

In our last episode, we dove into identifying the gaps between “learning” and “doing”, highlighting the work of University Principal Preparation Initiative. We learned that through thoughtful planning using frameworks developed by Wallace to address the growing need for more collaboration between districts and universities. In this episode, we're going to dive into a case study of how one UPPI program at University of Connecticut and what they've learned from their program redesign. We spoke at length with Richard Gonzales, who oversees the principalship and superintendency program at UConn and serves as the director of UConn's UPPI initiative project, specifically about the redesign of their core assessments. Dr. Gonzalez and current program candidate Symone James, explain the core assessments, how they were tied to clinical practice and what that structure accomplished in closing the “learning” and “doing” gap of principal preparation.

If you are feeling stuck in your program, it might be because your curiosity muscle is weak. Ask yourself: Have you stopped asking why?Learn why your curiosity muscle is so important and how to exercise it with Dr. Peter Williams.  Peter completed his PhD at Texas A&M in Educational Human Resource Development and was teaching faculty how to teach online before the turn of the century. Currently, he's Associate Professor and Interim Assistant Department Head of Ed Leadership at Texas A&M Commerce. He's been teaching and advising doctoral students since 2009 and loves working with adults to figure out how to make sense of their complex worlds. When he's not helping his students develop their curiosity you will find him strumming his ukulele, roasting coffee, and telling dad jokes.Tips:Embrace that you will never know everything and start getting curiousDon't forget to PLAY!You can infuse joy in your journey by simply reconnecting with your innate curiosity.Any barrier or challenge will look different if you can view it through a lens of wonder, which makes room for humor (and who couldn't use more of that?)When you read  published research, ask questions: 1. I wonder why…..and 2. Isn't it interesting that…?Use questions to lead your Literature ViewPique the curiosity of your committee, tell a story (a mystery story) with your dissertation.Don't be afraid of dual emotions: Frustration and curiosity can be a powerful mix!Curiosity is the antidote to judgment. When you look around the world today, it's easy to see people have stopped being curious. Be part of the solution – Get Curious! As promised – some Dad Jokes:1. What did the ocean say to the beach? Nothing, it just waved.2. Did you know curious people live longer? That's because curious people are lifelong learners. Learners are also known as pupils. And pupils dilate [this is where you laugh] Connect with Peter:  https://www.linkedin.com/in/pete59 DOC101 Podcast: https://podcasts.apple.com/us/podcast/doc101/  Mindmapping podcast: https://www.buzzsprout.com/1547113/9102333Resources available at:http://Expandyourhappy.com/storeGet your Happy Doc Student Swag: https://www.bonfire.com/store/happy-doc-student-podcast-swag/Support this free content and keep Heather going with a yummy green tea: https://www.buymeacoffee.com/expandyourhappy Get the Happy Doc Student Handbook here: https://www.amazon.com/dp/0578333732

Donna Givens Davidson has over 35 years' nonprofit leadership experience in areas of youth and family development, community economic development, community partnerships, and community education. Over the years, she has developed and implemented demonstration programs and worked in partnership with a number of community-based organizations with the consistent goal of increasing opportunity, building capacity, and fostering growth. Now serving as President and CEO of Eastside Community Network as well as Lecturer at Columbia University School of Professional Studies, Ms. Givens Davidson formerly served as President of the Youth Development Commission, CEO of Visions Education Development Consortium, LLC, Executive Director of Vanguard CDC, Vice President Programs, Big Brothers Big Sisters of Metropolitan Detroit and in leadership positions at several other nonprofit organizations. She serves as Vice Chair for Pewabic Pottery; board member of New Detroit, Inc., Michigan College Access Network, and Urban Research Centers; member of the Bridge Detroit Magazine Advisory Council and the Charles H. Wright Community Advisory and Action Council; and Steering Committee Member for the Lower Eastside Action Plan, Building the Engine for Community Development in Detroit and the Detroit Resident's First Fund. Ms. Givens Davidson co-hosts a weekly podcast, Authentically Detroit with Orlando Bailey. Ms. Givens Davidson has earned a Masters of Ed Leadership from Wayne State University, Bachelor of Arts in Political Science from the University of Michigan and a Certificate of Completion from the Harvard University Summer Leadership Institute. Eastside Community Network Learn more about Black Women Lead at BlackWomenLeadUs.com --- Send in a voice message: https://anchor.fm/black-women-lead/message

Join Nicole McDonald, veteran school social worker, educator and parenting coach, and I as we explore the realities facing teen (and pre-teen) girls that can lead to school difficulties, anxiety, depression, declines in academic achievement and self-harming behaviors as well as disconnect from family and friends. Learn what teachers, school staff and parents can do to support our students so that they can learn in a safe environment and feel supported in the challenges they face.While our conversation does not include explicit language, it is intended for mature audiences... PG13 if you will.  We encourage you to share this episode with colleagues in an effort to end the silence and suffering that so many students face.Connect with Nicole HERE: https://pocketsuite.io/link/nicole-mcdonald-parenting-coachFB Group: bit.ly/momsraisingconfidentdaughtersWebsite: www.leadingwlove.comIG: www.instagram.com/moms_raisingconfidentdaughtersBook a call: bit.ly/mcdonaldchatEnjoy the show!Let's change lives together.Join The Compassionate Educators Facebook community: https://www.facebook.com/groups/compassionateeducationresources/  for more resources.EMAIL: support@compassionateeducators.comSupport the show (https://www.patreon.com/CompassionateEducators)

Angela Maiers' work has been featured on NPR radio, NBC news, ABC news and in the Huffington Post, USA today, and Forbes. She has over 30-years experience creating and leading change in the world of education. As a world-renowned author of 9 books, her influence has impacted over 60,000 classrooms in over 100 countries. Her Choose-2-Matter campaign brings hope to the world by helping every individual embrace their value and potential contribution to the world. Hope you have a listen and connect with Angela. Angela's BioLeader. Visionary. Entrepreneur. Disruptor. Change Maker. Angela embodies each of these descriptors with passion, commitment and fierce determination. She has been creating and leading change in education and enterprise for 31 years, teaching every level of school from grade school to graduate school and consulting with companies around the world. Angela founded Choose2Matter to bring the world hope by helping every individual embrace their value and potential contribution. Initially launched to challenge and inspire students to work collaboratively to develop innovative solutions to social problems, Choose2Matter has evolved into a movement that support parents, educators, and employees around the world. Her work in 60,000 classrooms across 100 countries has rallied more than a million children who have banded together to launch 170 social enterprises and pass 17 laws. And organizations across all industries are finding new ways to ignite the genius of their employees, successfully addressing a $15 trillion employee engagement problemAngela earned a BS in Education with a minor in Neuroscience and Master Degrees in Literacy and Ed Leadership. She is the author of eight books, including Liberating Genius,The Habitudes and The Passion Driven Classroom. Angela is widely recognized as one of most influential voices on social media today, consistently ranking in the top 1% and a regular contributor to the Huffington Post. @angelamaiersConnect with Angela:Website: https://www.angelamaiers.com/Twitter: https://twitter.com/AngelaMaiersFacebook: https://www.facebook.com/AngelaMaiersSpecial thanks to Bronx based band Conversing with Oceans and Alex Bondarev for creating the podcast music.https://www.conversingwithoceans.com/

When an individual has been an educator for almost 50 years, has been a superintendent in six different school districts over three different states, you just listen. It's the season premiere of Education Eclipse's FIFTH season, and we were able to sit down with Herb Berg. What a delight it was to get to know … Continue reading "066 Herb Berg: A Lifetime of Ed Leadership"

Join the Rock Star Principals for "Story Time." Jon shares some classics from the past and the dynamic duo discuss some summer interviews with candidates fresh out of college!