Podcasts about elementary school principals naesp

Join us for this episode of the IASP Leadership podcast.  A weekly podcast production containing short, sweet, nuggets of Wednesday wisdom for our leadership growth.  In this episode, we hear from Amy Niemeier, proud principal at Slate Run Elementary School, and National Association of Elementary School Principals (NAESP) newly named Zone 5 Director.

Welcome to a special Mental Health Awareness Month edition of The Association 100 podcast. In today's episode, we're joined by Earl Franks, Executive Director at the National Association of Elementary School Principals (NAESP). Earl returns to share the latest initiatives NAESP is spearheading, including their upcoming joint conference focused on comprehensive school leadership from pre-K through grade 12. Key Highlights: Joint Efforts in Leadership Conferences: Learn about the NAESP's collaborative conference efforts with the National Association of Secondary School Principals, highlighting themes like leadership capacity and inclusivity in school climates. Mental Health Crisis in Schools: In recognition of Mental Health Awareness Month, Earl delves into the ongoing mental health crisis affecting both students and staff in schools, emphasizing the critical need for support and federal backing for educational wellness. Building Community and Support Networks: Discover how NAESP facilitates connections among school leaders nationwide, offering support networks that tackle the isolation often felt in leadership roles. Innovative Resources and Strategies: Earl discusses resources and strategies implemented by NAESP to aid school leaders in fostering social-emotional learning and well-being among educators and students. Join host Colleen Gallagher as we explore how NAESP is making strides in education leadership and mental health advocacy. This episode provides essential insights for association professionals looking to enhance support structures and strategic advocacy within their organizations. Stay Connected: Subscribe to The Association 100 podcast on Spotify, Apple Podcasts or YouTube Podcasts to ensure you never miss an episode.. Follow us on LinkedIn at The Association 100 and OnWrd & UpWrd for the latest in association trends and strategies. Stay tuned for more episodes that delve into the strategies and insights powering successful associations.

This panel discussion echoes the findings of recent EducationWeek Research Center surveys.  Supporting teachers requires more vigilance and a more personalized approach this school year. Our panel explores three options gaining support in school districts. Follow our PLN on Twitter: @hohrein_jean @jon_wennstrom @brandihalverson @bamradionetwork @jonHarper70bd Jean Hohrein is entering her 29th year in education and has been in her current district for 27 years, 22 of which had been at the high school level as a special education teacher. This coming school year, Jean will be returning to her roots at the elementary level as a special education teacher. Jon Wennstrom is the principal of Riley Upper Elementary in Livonia Public Schools, Livonia, Michigan. This is his 28th year in education, mainly in the role of building principal. He is the past president of the Michigan Elementary & Middle School Principals Association (MEMSPA) and is currently the Zone 6 Director for the National Association of Elementary School Principals (NAESP). Brandi Halverson is a mental health professional currently working as a School Counselor. She has 25 years of experience in education ranging from elementary to high school students. Ms. Halverson obtained her Master of Arts in Clinical Mental Health from San Houston State University. She plans to continue her career by pursuing her LPC and research in mental health studies. Dr. James L. Floman is an Associate Research Scientist at the Yale Center for Emotional Intelligence. He received his Ph.D. at the University of British Columbia, where he studied the effects of mindfulness and compassion meditation on teacher emotion regulation and prosocial behavior with Dr. Kimberly Schonert-Reichl. Dr. Floman has three core research streams: 1) The assessment of dynamic social-affective processes (i.e., developing and validating EI and well-being measurement tools); 2) EI, mindfulness, and well-being training (i.e., developing, optimizing, and scaling EI and well-being-enhancement interventions for real-world applications); and 3) Affective neuroscience (studying mental training-induced changes in ‘emotional brain' function and structure). Robert C. Schmidt, Ed.D, LCPC, NCC is a national speaker and consultant on building sustainable school mental health and suicide prevention programs centered on data collection, outcomes, quality of services, and student achievement. With interests embedded in research, Dr. Schmidt has published chapters in recognized books, including the award-winning book by Dr. Kathryn Seifert, How Children Become Violent (2006) and Youth Violence (2011). He has led studies on youth suicide and school mental health and was a contributor to Preventing Suicide: A Toolkit for High Schools: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (SAMHSA). Dr. Schmidt previously worked at Johns Hopkins Bayview Campus in Baltimore, Maryland, and provided coverage to the Johns Hopkins Psychiatric Children's Center, Baltimore Adolescent Treatment Program, Outpatient Clinic, and 24-hour Baltimore Child & Adolescent Crisis.

Teacher burnout is a real and growing problem in K-12 education. Years of budget cuts and mounting pressure to improve test scores have taken their toll on teachers, leading to increased levels of stress and feeling burned out. According to a recent study by National Education Association (NEA), nearly 60% of K-12 teachers are experiencing symptoms of burnout, including fatigue, cynicism, and a loss of enthusiasm for teaching.A good friend of the show Jim Thompson, former national distinguished principal and New York State Elementary Principal of the Year for the National Association of Elementary School Principals (NAESP) says we need to “stop, drop, and roll.” Much like the fire safety technique students learn, educators in the post-COVID-19 era need to stop doing things that are unproductive, drop some things that are not growing students, and roll with positivity and support from leaders and colleagues.In this episode, we explore how Jim's stop, drop, and roll approach can help us to focus on what is important and help combat teacher burnout. We discuss ways to rethink the approach to traditional education, which is currently not conducive to teacher professional development.Podcast Planner for Teachers and StudentsFlipboard EDU Magazine Flipboard Educators Blog Flipboard EDU Podcast Website 411 Immunitea Our focus is solely on creating natural products that leave you feeling happy and healthy. Support the show (https://www.patreon.com/FlipEDU?fan_landing=true)

According to a recent study, 75 percent of teachers have used videos for their own professional development in the past year. What does improvement look like for teachers? This is a question  Jim Thompson has been vigorously researching for the last twelve years.Jim, a former social studies teacher, prides himself on the teaching experience that has propelled him into successful school administration and educational mentoring careers. With more than 30 years of working in various administrative and teaching roles, he has taught at elementary, middle school, high school levels, as well as undergraduate and graduate-level students. Jim was even National Distinguished Principal and New York State Elementary Principal of the Year for the National Association of Elementary School Principals (NAESP) before retiring from that career. He currently serves as the executive director of video coaching for the Genesee Valley Educational Partnership. He also co-authored a book with Dr. Casey Kosiorek titled A Quick Guide To Video Coaching.In this episode, we discuss video as a way for teachers to expand their knowledge, create connections, and explore new ways to teach. We also discuss why it's important for educators who are interested in using videos as part of their teaching practice to understand the benefits and challenges associated with this form of professional development. Lastly, we discuss the importance of extending grace in this second round of COVID-19.Flipboard EDU Magazine Flipboard Educators Blog Flipboard EDU Podcast Website Copyright Chillhop Music - https://chll.to/b9bb917bCopyright Chillhop Music - https://chll.to/6cd0b356Copyright Chillhop Music - https://chll.to/fae889b3https://uppbeat.io/t/sensho/double-takeLicense code: ZQLKLMU6EZ4EZUVMhttps://uppbeat.io/t/ra/take-actionLicense code: 9OMFXRUMARMT10IPMusic from Uppbeat (free for Creators!):https://uppbeat.io/t/pryces/music-isLicense code: WO9N7QDIM5PFELOF411 Immunitea Our focus is solely on creating natural products that leave you feeling happy and healthy. Support the show (https://www.patreon.com/FlipEDU?fan_landing=true)

RACE AND EQUITY IN ELEMENTARY SCHOOL LEADERSHIP Our guest is the current president of The National Association of Elementary School Principals NAESP, Ms  Kimbrelle Barbosa Lewis who also serves as Chair of their National Task Force on Race and Equity. FYI, you can listen to Kimbrelle on the Comcast newscast too :https://comcastnewsmakers.com/Videos/2020/10/14/NAESP JOIN THE PREK-12 EQUITY CONSORTIUM AT WWW.ACE-ED.ORG....FREE TO EDUCATORS....MAKE YOUR VOICE HEARD!

RACE AND EQUITY IN ELEMENTARY SCHOOL LEADERSHIP Our guest is the current president of The National Association of Elementary School Principals NAESP, Ms  Kimbrelle Barbosa Lewis who also serves as Chair of their National Task Force on Race and Equity. FYI, you can listen to Kimbrelle on the Comcast newscast too :https://comcastnewsmakers.com/Videos/2020/10/14/NAESP JOIN THE PREK-12 EQUITY CONSORTIUM AT WWW.ACE-ED.ORG....FREE TO EDUCATORS....MAKE YOUR VOICE HEARD!

Join us as we talk about a new program to fill the school administrator pipeline with exceptional and well-trained candidates to step into the role of the principalship. The program is jointly hosted by the AASA and the National Association of Elementary School Principals. Follow on Twitter: AASAHQ @AASADan @JimmyMinichello @efranksnaesp @NAESP @bamradionetwork Dr. L. Earl Franks, CAE is the Executive Director of the National Association of Elementary School Principals (NAESP) in Alexandria, Virginia, serving 28,000 K-8 principals and 35 million students in the United States of America and other affiliates worldwide., a veteran association executive with more than three decades of K-12 education experience, serves as the seventh executive director of the National Association of Elementary School Principals. Prior to serving as executive director for the Council for Leaders in Alabama Schools (CLAS), he served as a leader on the CLAS Board of Directors. Franks served as a principal from 1999-2008 at a pre-K-12 school serving 1,000+ students. He is the host of NAESP Radio.

Welcome to our FIRST “Neuroscience Meets SEL Podcast” this is Andrea Samadi. In this episode, we will be talking about the WHY behind setting up a social and emotional learning program in your school or district, or emotional intelligence training in the workplace.Today I have with me Majid Samadi, Corporate Sales Leader for the past 22 years, and my husband, and we will be talking about “The Why Behind Social and Emotional Learning or Emotional Intelligence Training for Schools and Workplaces” and offering his thoughts with his experience in mind.Andrea to Majid: As someone who works in the corporate world, why do you think teaching SEL in our classrooms is so important to develop our future generations? What skills do you think are missing?Majid to Andrea:  What about you? Since you were a teacher in the classroom, why do you think SEL programs are so important in today’s classrooms? Why now? Hasn’t SEL always been important for preparing young people for the workplace? Sure, these skills have always been important, but the research wasn’t there 20 years ago.When I first started my career in education, in the late 90s, as a classroom teacher, I felt overwhelmed and frustrated by the lack of resources to help me to manage and teach my students (my first teaching assignment was a behavioral class) and I had to be creative to hold their attention, let alone teach what was required. I discovered social and emotional learning skills by chance through a motivational speaker. After seeing students working with skills that developed their attitude, mindset, confidence and goal-setting abilities, (you know, what we used to call soft skills) and it skyrocketed their results, (I saw kids who were able to go from C grades to A grades, from being a bench warmer to the starting line-up and improving their personal lives) I knew we were onto something. It actually hit me like a brick since I was really struggling to make an impact on the students in my classroom, and then here were these 12 teens talking about their results after only a few months of working with lessons that mirrored growth mindset, and self-awareness…and I knew I was meant to be doing this work back then. It’s been a 20-year journey and I am excited to share the resources and ideas with everyone here on the podcast.I know it won’t shock educators to know the statistics that support the need for students and SEL but did you know that:¼ students struggle with anxiety1/5 struggle with depressionResearch now shows us that students with strong SEL health “demonstrate self-control, communicate well, problem solve, are empathetic, respectful, grateful, gritty and optimistic.”[i]  We also know that neuroscience has advanced our understanding of these SEL skills.Here’s more research of what we know now:“Success in life, and in college and career specifically, relies on student’s cognitive, social, and emotional development. (Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams) page 4“Research shows that teaching these skills result in immediate and long-term improvement in academic achievements and are a better predictor of success than academic ability alone.” (Perspectives of Youth on High School and SEL Webinar, Dec. 11/18).(Research of over 200 studies show that students who studies SEL have an 11% gain in academic achievement). School climate, autonomy, educator health improves.We also know that there is a connection between educator cortisol increase and student cortisol increase. We know that teachers who demonstrate Social and Emotional Learning competencies are more likely to stay in the classroom longer because they are able to work more effectively with challenging students- one of the main causes of burn out.  That’s why this topic is of such interest to so many people these days.“School leader support is the biggest predictor of whether change takes hold and is beneficial” (SEL and Principal Leadership) April 2, 2019 Edweek Webinar. (which is why we knew it was important to launch this podcast with ideas, resources and tools).Adult SEL must be addressed and trained so teachers can use these skills with their students as they are teaching.Only a well-regulated adult can help regulate a student. Teaching is a high stress job, tied for nursing. There must be a plan in place for educator well-being.Since the research is here and proving what we have known for decades, the time is now to implement these programs into the classroom. We know from the feedback from the Edweek 2019 Social and Emotional Learning in Schools Summit that educators are “interested in social and emotional learning but aren’t always sure where to start” [ii] and they are looking for “clear starting points in developing their own SEL strategies.” [iii]  This was one of the main reasons behind launching this podcast for ideas, tools and resources.I also just saw a tweet from the National Association of Elementary School Principals (NAESP) showing that the US House of Representatives have just passed a bill to increase educational funding by $11.7 B. SEL of one of the initiatives on the list to receive funding (Listed at $260M). Finally, this need is being backed financially. We should see some changes in the next few years.Andrea to Majid: What do you think? Do you see us at the beginning of the curve?Andrea to Majid: How about the corporate world? Why do you think emotional intelligence is important for our workplaces? I know in the corporate world, these skills aren’t new, but they are “newly important.” A recent survey showed that 58 percent of employers say college graduates aren’t adequately prepared for today’s workforce, and those employers noted a particular gap in social and emotional skills.Andrea to Majid: What do you think? You’ve been working in the corporate world for over 22 years. What is emotional intelligence? What kinds of scenarios do you see with this gap with social and emotional skills? What can Emotional Intelligence Training do for the workplace?   First, let’s define Emotional intelligence (shortened to EI or EQ for emotional quotient) can be defined as: “EQ refers to someone’s ability to perceive, understand and manage their own feelings and emotions” (Chignell, 2018). [iv]Further, there are five distinct components of EI:Self-awareness: This is important in the workplace because you need to know yourself first before you can help others with your product or service. This is where it all begins.Self-regulation. There will be many times in the day where you will be tested and to be able to manage your emotions under pressure is very important.Internal (or intrinsic) motivation. What is motivating you to get up and serve each day, and do you know what motivates your customers?Empathy is an important skill to have to connect with others. You must be able to see the world through someone else’s eyes.Social skills are important from ordering your lunch in a restaurant, to picking up your rental car and dealing with the front desk employees in the hotel you are staying at.It’s easy to see how EI applies in the workplace! Those who learn to master these important skills will get ahead faster with less effort and frustration than those who lack these skills.Majid gives an example.Majid to Andrea: So now that we know the “why” behind the introducing a program to your school or workplace, what are some good first steps to begin? For Schools, there are some steps to consider:Identify your team. In schools this will consist of principals, counselors, teachers, district leaders and students.Align your mission (what you are doing) with your values and beliefs (why you are doing it). This will create the buy in needed.Map Out Your Strengths, Weaknesses, Opportunities for Growth and Threats (SWOT) to become more aware of where you are right now, what are some areas of improvement, and some roadblocks with some strategies to overcome them.Create Your Roadmap: Now that you know where you are, where do you want to go? Based on the analysis above, what are some areas of focus?Choose Your Program Whether you look at the curriculum we offer with the Level Up program, or another program, choose the topics that will help you solve the needs you have identified and map out your year.Pick Your Training Format Choose a few schools to implement in the beginning or go District wide with all schools receiving training together.For the workplace,Identify your team. In the workplace, office managers, sales leaders, and pick a few leaders from within the organization to help you spearhead your program.Align your mission (what you are doing) with your values and beliefs (why you are doing it). This will create the buy in needed.Map Out Your Strengths, Weaknesses, Opportunities for Growth and Threats (SWOT) to become more aware of where you are right now, what are some areas of improvement, and some roadblocks with some strategies to overcome them.Create Your Roadmap: Now that you know where you are, where do you want to go? Based on the analysis above, what are some areas of focus? Consider doing climate surveys to find out what employees are thinking and feeling.Choose Your Program Whether you look at the curriculum we offer with the Level Up program, or another program, choose the topics that will help you solve the needs you have identified and map out your year.Pick Your Training Format Training can be completed via webinar, or live. Resources:VIDEO: The Heart-Brain Connection the Neuroscience of SEL (video by Neuroscientist Richard Davidson for Casel.org). https://www.edutopia.org/video/heart-brain-connection-neuroscience-social-emotional-and-academic-learningWHITE PAPER: SEL Guidance: What Social and Emotional Learning Needs to Succeed (Chester Finn and Frederick Hess) https://www.aei.org/publication/what-social-and-emotional-learning-needs-to-succeed-and-survive/For School Implementations: Casel’s District Resource Center https://drc.casel.org/How to Improve Emotional Intelligence in the Workplace https://positivepsychologyprogram.com/emotional-intelligence-workplace/VIDEO The Impact of Social and Emotional Learning https://m.youtube.com/watch?v=YMDp8FHvZt0 (1:14) YouTube November 14, 2018EndNotes:[i] SEL: The Why and Hows of Implementation in a School District (Edweb) https://home.edweb.net/webinar/sel20190404/  (April 4, 2019)[ii] Social and Emotional Learning Ed Week Summit March 20, 2019 https://www.edweek.org/ew/events/social-emotional-learning-in-schools-an-education.html[iii] Social and Emotional Learning Ed Week Summit March 20, 2019 https://www.edweek.org/ew/events/social-emotional-learning-in-schools-an-education.html[iv] How to Improve Emotional Intelligence in the Workplace https://positivepsychologyprogram.com/emotional-intelligence-workplace/

Danny Carlson serves as NAESP's Assistant Executive Director, Policy & Advocacy. Prior to joining NAESP, Danny was a policy analyst for the National Governor’s Association Center for Best Practices. In that role, he oversaw the Education Division’s K–12 human capital work, advancing policies to address principal challenges across the country. Danny previously served as an education advisor to a United States Senator and was responsible for advancing her K–12 education agenda. In that capacity, he crafted policy provisions included in the Every Student Succeeds Act (ESSA) to improve principal and teacher recruitment and retention, address chronic absenteeism, and boost opportunities for STEM education. The National Association of Elementary School Principals (NAESP), founded in 1921, is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas.

Episode 26: Becoming the Boss Featuring: Chamille Schuck, High School Assistant Principal Mentor Bio: At 27, Chamille is an Assistant Principal for a charter high school that serves inner city students in the South Los Angeles area. She has a BA in English Education and Theater, a Secondary Teaching Credential, a MA in School Leadership, and her Administrative Services Credential. Chamille is young and fierce female leader at her school site, and in the Charter Organization as a whole! She takes great pride in the work she does coaching teachers to be more effective and culturally relevant in the classroom, and developing school practices to better meet the needs of 21st century learners. Industry Overview: What do High School Assistant Principals do? An assistant principal, also known as a vice principal, is an entry-level position in educational administration that helps the principal in the overall running of the school. The job is fast-paced and requires multitasking to hold a leadership position in interactions with students, teachers and parents. It may be stressful at times as well, as you will need to ensure the safety of the students and make sure that your school meets federal and state student/teacher performance guidelines. Some assistant principals view the role as a stepping-stone to becoming principal, while others are content to stay in the role for their career. If you’re a teacher who aspires to be an assistant principal, you’re in good company. A survey by the National Association of Elementary School Principals (NAESP) found principals averaged 14 years as a teacher before moving into an administrative role. What does their work environment look like? In some school districts, assistant principals handle a specific subject area, such as literacy or math. Assistants may be assigned to handle student safety, provide student academic counseling, or enforce disciplinary or attendance rules. They may also coordinate buses or supervise building and grounds maintenance. Assistant principals at middle schools and high schools spend more time with disciplinary actions and less with instructional leadership. This is due to student's raging hormones and increased freedoms. High school APs have an extra level of responsibility with monitoring truancy as some students have cars and can leave campus. As a result, high school and middle school APs interact more with students and spend less time with teachers or in meetings. How do you become a High School Assistant Principal? Principals and vice principals typically need a master’s degree, preferably in educational leadership, education administration or related field, in order to qualify for the role. Many states require master’s degrees for certification. According to the BLS, about 45 percent of principals have master’s degrees and 13 percent have a doctorate. Most states require public school principals to be licensed as school administrators. The requirements for licensure differ between states. In addition, some states require principals to pass a test and take continuing education classes to maintain their license. Most states require a background check as part of the certification process. You do not have to have a school administrator license to be an assistant principal in a private school, but it can’t hurt. What additional skills that they typically don’t teach in school do you need? Effective communication skills Problem-solving skills Strong interpersonal skills Critical thinking skills Good judgment Administrative and organizational skills An ability to uphold rules and regulations while tolerating ambiguity What is the pay? Salaries for assistant principals vary based on geographic region and school district size. The National Association of Secondary School Principals conducted a survey in 2010 and found the average salaries ranged from $64,398 to $94,673 for middle school assistant principals and from $68,274 to $98,079 for high school assistant principals. Salaries on both coasts run higher than the middle of the country and in school districts with more than 25,000 students. The lowest salaries are found in the Southwest, and in school districts with less than 2,500 students. Future demand in marketplace? Employment for educational administrators is expected to grow at a rate of 6 percent from 2012 to 2022, according to the BLS. This is slower than average from other professions. The number of job openings is based on school enrollment, and while enrollments are expected to rise, state and local budgets are also a factor. It’s expected there will be more job openings in the West and South, and fewer openings in the Northeast. Overall… Pros and cons of being an assistant principal: Pros: Every day is different. The role is usually a precursor to becoming school principal. Spending time with children and making a difference in their lives. Cons: Little time for reflection or planning. Disciplinary issues can consume many hours in the day. Daily responsibilities can be all-consuming, and overtime is often necessary to catch up. Todd's personal opinion… If you like being a leader and helping others, a career in education could be for you! Roles in education administration, such as a high school assistant principal typically include a much higher base salary than teachers, but the work can be intense! If you've got the grit, there's even further room for advancement! Show Notes: [0:53] - Episode Previews! [1:47] - Todd Intro / Episode Start! [2:32] - Meet This Week's Guest... Chamille Schuck! [3:50] - High School Assistant Principal - Industry Overview! [8:01] - Chamille's Secret Industry Insights! [8:46] - Why Chamille Became a High School Assistant Principal! [12:08] - Chamille's Unique Plan and Steps for Career and Life Success! [17:06] - An Average Day in the Life of Vice Principal, Mrs. Schuck! [18:37] - Flashback to Chamille's Time in High School. [21:30] - A Special Message From the Mastermind Community! [23:25] - Would You Do It Again?.. [24:26] - Chamille's #1 Piece of Actionable Advice for Teens! [30:16] - Key Points / Recap From Todd! [31:40] - Questions From the Student-Tutor Mastermind Members! [37:39] - Episode Wrap-up / Who's Coming Next Week? [38:49] - Episode End. Mentor's Key Points: For education, and many other career paths, your undergraduate degree does NOT have to be from an elite college! For your undergraduate / bachelors degree, focus on finding a school that fits your lifestyle and goals, offers programs that accelerate you through career certification, and most of all... avoid overpaying for this first degree!! When it comes to finding your first job or getting into grad school, the college you got your BA from doesn't really matter if you're pursuing a master's degree or PHD. Structuring your education and career credential path strategically, with the right schools and programs, can save you years of time and potentially tens of thousands of dollars on tuition! Life is a Balancing Act! It might take a lot of work sometimes, but learning to manage your interests and priorities early on will allow you to do MORE of what you love, AND achieve higher levels of success! Diversify your lifestyle! Make friends, try new activities... don't be afraid to have a little fun! Start to create your own tribe of like-minded positive people. If people try to bring you down, don't let their negativity throw you off your path! Be Your Own Advocate! Take charge of your life, and become the one who determines your destiny! Don't depend on your mother, teacher, or the "education system" to build a path FOR you! Be willing to go out of your way to seek help and advice from teachers, peers, and mentors! Set a weekly goal to have a conversation with a different teacher or other adult on campus! Ask them for help with an assignment / test / project, or ask them a question about their life or career. Open yourself up to gaining insight and valuable advice from the people already close to you! Make a personal commitment to start asking questions, exploring your interests, and learning to LEARN for yourself! Resources: More Information on this Week's Industry Analysis! Bureau of Labor Statistics - School Principals Assistant Principal - Career Information California State University, Dominguez Hill - School Leadership Program (Administrative Credential Program) Are you interested in learning more and joining our community of proactive teens and parents for FREE? Step 1: Join our FREE college prep, scholarship, and career guidance Facebook group! CLICK HERE TO JOIN! Step 2: Register for our next FREE webinar to learn how to save thousands + set your teenager up career, college, and scholarship success! CLICK HERE TO JOIN!   -- The Mentors 4 Teens: College, Scholarship, and Career Guidance Podcast Copyright © 2018 by Student Tutor Produced by: Todd VanDuzer & Cody Mack Recording by: Todd VanDuzer Music & Editing: Cody Mack Sponsorship & Interview Requests: podcast@student-tutor.com  

Partners and collaborators from AEP, NAESP and The NAMM Foundation get specific on how to create resources that are accessible and informative for decision-makers in education—and how to spread the message that arts and music are part of a well-rounded education that develops academic and emotional intelligence in children.

The current administration and U.S Secretary of Education usher in a new era in education priorities. Join our panel of national education leaders as we discuss education priorities and who will set them. Follow: @Eduflack @NASSP @AASAHQ @AASADan @NAEYC @RhianNAEYC @NASSPexec @JohnMusso @ASBOIntl @NAESP @Connelly_NAESP @bamradionetwork #suptchat #satchat #edchat #LeadExcellence #edleaders Daniel (Dan) Domenech is executive director of the American Association of School Administrators. JoAnne Bartoletti is the Executive Director of the National Association of Secondary School Principals (NASSP). Gail Connelly is Executive Director of the National Association of Elementary School Principals (NAESP). John D. Musso is Executive Director of the Association of School Business Officials International. Rhian Evans Allvin is the CEO of National Association for the Education of Young Children (NAEYC). Patrick Riccards is chief communications and strategy officer for the Woodrow Wilson National Fellowship Foundation and former local school board chairman.

The current administration and U.S Secretary of Education usher in a new era in education priorities. Join our panel of national education leaders as we discuss education priorities and who will set them. Follow: @Eduflack @NASSP @AASAHQ @AASADan @NAEYC @RhianNAEYC @NASSPexec @JohnMusso @ASBOIntl @NAESP @Connelly_NAESP @bamradionetwork #suptchat #satchat #edchat #LeadExcellence #edleaders Daniel (Dan) Domenech is executive director of the American Association of School Administrators. JoAnne Bartoletti is the Executive Director of the National Association of Secondary School Principals (NASSP). Gail Connelly is Executive Director of the National Association of Elementary School Principals (NAESP). John D. Musso is Executive Director of the Association of School Business Officials International. Rhian Evans Allvin is the CEO of National Association for the Education of Young Children (NAEYC). Patrick Riccards is chief communications and strategy officer for the Woodrow Wilson National Fellowship Foundation and former local school board chairman.

Tony Sinanis and Joe Sanfelippo Tony Sinanis, principal and “lead learner” at Cantiague Elementary School in Jericho, was selected as the 2014 New York State Elementary Principal of the Year by the School Administrators Association of New York State (SAANYS) and the National Association of Elementary School Principals (NAESP).         Dr. Joe Sanfelippo is the Superintendent of the Fall Creek School District in Fall Creek, Wisconsin. Joe holds a BA in Elementary and Early Childhood Education from St. Norbert College, a MS in Educational Psychology from the University of Wisconsin-Milwaukee, a MS in Educational Leadership, and a PhD in Leadership, Learning, and Service from Cardinal Stritch University.  He also serves on the Wisconsin Department of Public Instruction Educator Effectiveness Teachscape Team.  Get the book -- The Power of Branding: Telling Your School's Story In this episode you will learn: How Joe and Tony first connected Why Twitter is a great resource for teachers How teachers can advance their own learning online through social media Why social interaction is important in professional development How to brand your school's story What to do to represent your students' voices in the branding of your school or classroom  What to do to let more people know about the great things going on in your school How 17 out of 20 classrooms in Tony's  school are using social media to share their story How you can model appropriate digital citizenship Ways in which you can integrate students into the process Ways in which you can confront the fear of opening a school to social media branding Why branding shows active engagement on an administrator's part The post The Power of Branding with Tony Sinanis and Joe Sanfelippo appeared first on Talks with Teachers.

"The Lion and the Three Cows" is a fable from Afghanistan – the first Afghani story we've ever presented – about discord and mistrust, standing together versus falling alone. We come to you from Virginia, where we're doing a return engagement at 4 libraries before moving on to North Carolina and New Jersey. We've just finished our Midwest stint, after which we zipped across country to Baltimore to attend the annual convention of the National Association of Elementary School Principals (NAESP) in order to talk to principals about our assembly programs and residencies. The convention was held right downtown, next to the waterfront berthing the historic ship USS Constellation, next to Camden Yards where the Orioles were swatting at baseballs, and near the birthplace of Babe Ruth.  Happy Listening,Dennis (Narrator, White Cow, Lion) and Kimberly (Narrator, Black Cow, Brown Cow) Upcoming Shows: New Jersey, Pennsylvania, California, Massachusetts

There are numerous myths and misconceptions about head lice. Regretfully, some have been translated into school policies that can do immeasurable harm to students and families. In this segment out guest debunk these myths and offer school nurses critical resources that can be used to educate and manage lice out breaks in schools. Mark Terry has been in public education for 33 years, 23 as principal. Served as an administrator in urban, suburban, and rural districts from low socioeconomic to high. Principal of Eubanks Intermediate School in Southlake, Texas. Currently serving as the president of the National Association of Elementary School Principals (NAESP). DeborahPontius is health services coordinator for Pershing county school district in Lovelock, NV and immediate past NASN board member She wrote "hats off to lice" for NASN school nurse 2011 regarding lice policy change in my district.

We hear it all the time: teachers feel disrespected by principals; principals feel disrespected by superintendents; superintendents feel dissed by local school boards; school boards feel discounted by the feds; early child- hood educators feel dismissed by the rest of the education community; and parents feel marginalized by all levels of professional educators. - Why do so many educators feel disrespected? What can be done about it? We start with principals and teachers. Gail Connelly is Executive Director of the National Association of Elementary School Principals (NAESP). Kathleen Hoffman is Teacher & Spokesperson for the American Federation of Teachers (AFT). Stephen Sawchuk is an assistant editor for Education Week. He is the senior writer of Joining Forces, a recent special report on the topic of labor-management collaboration.