Podcasts about independent schools magazine

In the beautiful Swiss Alps, the International School Rheintal has just finished building a completely new campus. It is rare for an established school to build its campus from scratch, which offers a unique opportunity to design a building designed to reinforce the school's learning philosophy. In this episode, I speak with the CEO of the school, a phenomenal leader who led a collaborative design process to include students, teachers, and staff in the new design. We discuss ways of making spaces conducive to learning as well as strategies to leading an organization through major transformations. Liz Free is CEO and Director of the International School Rheintal, an IB continuum school in Switzerland. She is a globally recognised educator with expertise leading some of the world's most successful schools and in leading teacher professional learning at OUP, Oxford University and as founding Director of the International Leadership Academy in The Hague. Alongside this work, Liz is a founding trustee of the global charity WomenEd and board member for the Swiss Group of International Schools (SGIS) and TES Global. Liz is a Founding Fellow of the Chartered College of Teaching and Fellow of RSA. She has authored many publications including the ‘International Perspectives' chapter of the Amazon number one bestseller ‘10% Braver: Inspiring Women to Lead Education' book published by Sage (2019) and ‘Being 10% Braver' (2021) and has also written for education publications such as TES, Schools Week, International Schools Magazine and Independent Schools Magazine. Liz has been identified as a global influencer in international education by ISC in 2021 and 2022. As a visible school leader, Liz advocates for the profession and speaks around the world on the theme of leadership development, realising the potential of the profession and the global school workforce. Liz Free: https://www.isr.ch/our-school/our-team?sharedStaffId=63 International School of Rheintal: https://www.isr.ch/ Liz Free' writing: https://lizfree.com

Today's episode of the Balance Boldly Podcast is a double hitter! Naketa Ren Thigpen sits down with two women who are having a difficult conversation, shifting the dehumanizing conversation of systemic racism from one that tells lies to one that supports the people disproportionately affected. Dr. Eleonora Bartoli and Dr. Ali Michael are heart centered professionals who are NOT OKAY with white people being at the top of the racial hierarchy. They are teaching other white people how to lean in and understand how powerful it is to listen, speak up, take feedback, and know when to break the unspoken rules that keep people from their empathetic humanity.  What to expect in today's BBP episode:-Why it's important to do antiracism work now-The link between difficult conversations and unlearning-What you can learn from writing someone else's life story-The importance of having a support system that's willing to walk a new path with you-How recognizing your inner resilience is only one ingredient in the pie of success-Why you can't compare or compete with another person or culture's pain-How racial conversations with someone who has a white identity can add value More about the AuthorsAbout the Authors: ALI MICHAEL: pronunciation: ALI (Alee) Michael (no S) - as the Co-Director of the Race Institute for K-12 Educators, Ali Michael, Ph.D. works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. Ali is the author of Raising Race Questions: Whiteness, Inquiry and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is a member of a multiracial editorial team and sits on the editorial board of the journal Whiteness and Education. Her article, What do White Children Need to Know About Race?, co-authored with Dr. Eleonora Bartoli in Independent Schools Magazine, won the Association and Media Publishing Gold Award for Best Feature Article in 2014. When she is not writing, speaking, or training, Ali is striving to be an antiracist co-parent to two amazing kids. Her writing and speeches are available at alimichael.org. ELEONORA BARTOLI, PH.D. pronunciation: Elee-uh-nor-uh (pronounced every vowel) - Bart-oh-lee - is a consultant and licensed psychologist, specializing in trauma, resilience-building, and multicultural/social justice counseling. She earned her Ph.D. in Psychology: Human Development/Mental Health Research from the University of Chicago. After receiving her clinical license, she opened a small independent practice, which she has held since. After 15 years in academia (12 of those years as the director of a Master's in counseling program), she became a full-time consultant. Her mission is to share the tools of counseling and psychology in support of social justice work. Throughout her career, Dr. Bartoli has held leadership positions in professional organizations at both the state and national levels. She has also presented at numerous conferences and is the author of several publications. In all her work, Dr. Bartoli integrates an understanding of neuroscience, focusing on how it informs symptom development as well as healing and resilience-building strategies. Dr. Bartoli has been the recipient of academic awards. Her website: dreleonorabartoli.comPurchase the Book:OUR PROBLEM, OUR PATH:COLLECTIVE ANTIRACISM FOR WHITE PEOPLEBy authors ELEONORA BARTOLI, PH.D. & ALI MICHAEL, PH.D.Available at Corwin.ComIf you enjoyed this episode, subscribe to the show and leave your honest review.

There are TWO interviews back to back!  Lisa is first joined by W. Kamau Bell about his latest book, Do the Work!: An Antiracist Activity Book.  The second interview Lisa is joined by Ali Michael and Eleonora Bartolli, the authors of Our Problem, Our Path: Collective Antiracism for White People. Do the Work!: An Antiracist Activity BookW. KAMAU BELL is a dad, husband, and comedian. He directed and executive-produced the four-part Showtime documentary We Need To Talk About Cosby, which premiered at Sundance. He famously met with the KKK on his Emmy-Award-winning CNN docu-series United Shades of America with W. Kamau Bell, where he serves as host and executive producer. He has appeared on The Tonight Show with Jimmy Fallon, The Late Show with Stephen Colbert, Conan, The Daily Show with Trevor Noah, CBS Mornings, MSNBC's Morning Joe, Comedy Central, HBO, Fresh Air with Terry Gross, WTF with Marc Maron, The Breakfast Club, and This American Life. He has two stand-up comedy specials, Private School Negro (Netflix) and Semi-Prominent Negro (Showtime). Kamau's writing has been featured in Time, The New York Times, Vanity Fair, The Hollywood Reporter, CNN.com, Salon, and The LA Review of Books. Kamau's first book has an easy-to-remember title, The Awkward Thoughts of W. Kamau Bell: Tales of a 6' 4", African American, Heterosexual, Cisgender, Left-Leaning, Asthmatic, Black and Proud Blerd, Mama's Boy, Dad, and Stand-Up Comedian. He is the ACLU Artist Ambassador for Racial Justice and serves on the board of directors of Donors Choose and the advisory board of Hollaback!Our Problem, Our Path: Collective Antiracism for White People. ALI MICHAEL: pronunciation: ALI (Alee) Michael (no S) - as the Co-Director of the Race Institute for K-12 Educators, Ali Michael, Ph.D. works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. Ali is the author of Raising Race Questions: Whiteness, Inquiry and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is a member of a multiracial editorial team and sits on the editorial board of the journal Whiteness and Education. Her article, What do White Children Need to Know About Race?, co-authored with Dr. Eleonora Bartoli in Independent Schools Magazine, won the Association and Media Publishing Gold Award for Best Feature Article in 2014. When she is not writing, speaking, or training, Ali is striving to be an antiracist co-parent to two amazing kids. Her writing and speeches are available at alimichael.org. ELEONORA BARTOLI, PH.D. pronunciation: Elee-uh-nor-uh (pronounced every vowel) - Bart-oh-lee - is a consultant and licensed psychologist, specializing in trauma, resilience-building, and multicultural/social justice counseling. She earned her Ph.D. in Psychology: Human Development/Mental Health Research from the University of Chicago. After receiving her clinical license, she opened a small independent practice, which she has held since. After 15 years in academia (12 of those years as the director of a Master's in counseling program), she became a full-time consultant. Her mission is to share the tools of counseling and psychology in support of social justice work. Throughout her career, Dr. Bartoli has held leadership positions in professional organizations at both the state and national levels. She has also presented at numerous conferences and is the author of several publications. In all her work, Dr. Bartoli integrates an understanding of neuroscience, focusing on how it informs symptom development as well as healing and resilience-building strategies.Dr. Bartoli has been the recipient of academic awards. Her website: dreleonorabartoli.com

Welcome to the Fullstack Educator Podcast! Jan Abernathy is the Chief Communications Officer at The Browning School in New York, a K-12 all-boys school with 400 students. She is also the president of the New York City Independent School Communications Professionals, which has over 120 members throughout the tri-state area. Jan is the principal of a consulting firm and a trustee of Grace Church School. She has written for NAIS's Independent Schools Magazine on crisis communications and how schools responded to the Black@ movement. Marjorie Jean-Paul is the Chief Community Engagement Officer at Buckley Country Day School, where she heads up development, alumni relations, and diversity, equity, and inclusion. She is an experienced fundraising professional working within corporate and non-profit settings. During her professional career, she has raised support for independent schools, colleges, universities, and other non-profits. Prior to joining Buckley, Marjorie served as the Director of Development and Alumni Relations at the Waldorf School of Garden City in New York. Marjorie has extensive experience working as a philanthropic and management consultant, including as a senior director at Changing Our World, a fundraising consulting firm specializing in major fundraising campaigns and corporate philanthropy. She is a graduate of Cornell University. She also obtained a Master of Science Degree in Nonprofit Management and Organization Development from The New School. Marjorie recently completed the DEI Certification Program at Cornell University. She is also a member of the 2021 cohort of the NYSAIS Justice, Equity, Diversity Institute, a year-long program for administrators at independent schools. Here are links to the resources mentioned in PART 2 of our conversation with Jan Abernathy & Marjorie Jean-Paul about advancement and communications. Connect with Jan and Marjorie, and learn more about the Black Advancement Networking Group (BANG) here. Book: Subtle Acts of Exclusion by Tiffany Jana Organization: GirlTrek Contact Marjorie at marjorie.p.jeanpaul@gmail.com Book: The Sum of Us by Heather McGhee Podcast: Southlake Contact Jan at jabernathy@browning.edu You can connect with Matt McGee and Michael Lomuscio on LinkedIn. You can follow Fullstack Educator on Instagram, LinkedIn, Twitter, and Facebook. If you enjoyed this podcast please subscribe, rate it, leave a review, and share it with a friend! Episodes of this podcast are released monthly.

Welcome to the Fullstack Educator Podcast! Jan Abernathy is the Chief Communications Officer at The Browning School in New York, a K-12 all-boys school with 400 students. She is also the president of the New York City Independent School Communications Professionals, which has over 120 members throughout the tri-state area. Jan is the principal of a consulting firm and a trustee of Grace Church School. She has written for NAIS's Independent Schools Magazine on crisis communications and how schools responded to the Black@ movement. Marjorie Jean-Paul is the Chief Community Engagement Officer at Buckley Country Day School, where she heads up development, alumni relations, and diversity, equity, and inclusion. She is an experienced fundraising professional working within corporate and non-profit settings. During her professional career, she has raised support for independent schools, colleges, universities, and other non-profits. Prior to joining Buckley, Marjorie served as the Director of Development and Alumni Relations at the Waldorf School of Garden City in New York. Marjorie has extensive experience working as a philanthropic and management consultant, including as a senior director at Changing Our World, a fundraising consulting firm specializing in major fundraising campaigns and corporate philanthropy. She is a graduate of Cornell University. She also obtained a Master of Science Degree in Nonprofit Management and Organization Development from The New School. Marjorie recently completed the DEI Certification Program at Cornell University. She is also a member of the 2021 cohort of the NYSAIS Justice, Equity, Diversity Institute, a year-long program for administrators at independent schools. For links to the resources mentioned in PART 1 of our conversation with Jan Abernathy & Marjorie Jean-Paul about advancement and communications, please visit our website at www.FullstackEducator.com. You can connect with Matt McGee and Michael Lomuscio on LinkedIn. You can follow Fullstack Educator on Instagram, LinkedIn, Twitter, and Facebook. If you enjoyed this podcast please subscribe, rate it, leave a review, and share it with a friend! Episodes of this podcast are released monthly.

  A powerful source of learning and culture in any organization can come from having a well structured and supported learning community. It may be difficult in busy workplaces to prioritize creating and supporting learning communities, but the benefits of doing so are neuromas and can be the glue that holds everything together. To discuss the impact of thriving learning communities and how they can be fostered, I'm joined by an internationally recognized education leader who has been creating learning communities for teachers in several different contexts and countries. Liz Free is CEO and Director of the International School Rheintal in Switzerland, an IB World School. Prior to this role, Liz was the Founding Director of the International Leadership Academy at the Netherlands, and Head of Professional Development at Oxford University Press. She is also global board member for the TES Institute and a strategic lead for WomenEd, an organization connecting women leaders in global education. Liz is also an author, of the recently published ‘International Perspectives' chapter of the Amazon number one bestseller ‘10% Braver: Inspiring Women to Lead Education' book, a columnist with TES International and she writes for publications such as Schools Week, International Schools Magazine and Independent Schools Magazine. Liz Free: https://lizfree.com/ Twitter: https://twitter.com/LizAMFree International School Rheintal: https://www.isr.ch/ WomenEd: https://www.womened.org/ Twitter: https://twitter.com/WomenEd Books: 10% Braver Inspiring Women to Lead Education Being 10% Braver https://www.womened.org/the-book  

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers' and students' positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies