Podcasts about instructional

Send us a textEp 301 Rafiel Torre RoundTable Gerald Strebendt, Chris Brennan & Eddy Millis joined us to discuss their fallen friend Rafiel Torre Stebendt, Brennan & Millis recall their time with Rafiel Torre along with their current day feelings for him. The episode is filled with explosive truths, damning lies and fun stories involving Rafiel Torre. The RoundTable format is going to reoccur once a month, please tellUs who you would like to see on it #rafieltorre #joerogan #eddiebravo Please follow our channels on Follow the MMA History Team on Instagram: MMA Detective Mike Davis @mikedavis632 Co Host Joey Venti @aj_ventitreRecords Keeper-  Andrew Mendoza @ambidexstressSocial Media Manager Andy Campbell  @martial_mindset_Thumbnails Julio Macedo  @juliosemacentoInstagram https://www.instagram.com/mmahistorypodcast?igsh=aHVweHdncXQycHBy&utm_source=qrSpotify https://open.spotify.com/show/3q8KsfqrSQSjkdPLkdtNWb?si=aL3D5Y3aTDi-PQZdweWL8gApple Podcast MMA History PodcastYouTube https://youtube.com/@MMAHistoryPodcast?si=bj1RBXTZ2X82tv_JOutro song: Power - https://tunetank.com/t/2gji/1458-powerMike - The MMA Detective - @mikedavis632 Cash App - $mikedavis1231Venmo - Mike-Davis-63ZELLE: Cutthroatmma@gmail.com / ph#: 773-491-5052 #MMA #UFC #NHB #MixedMartialArts #MMADetective #MikeDavis #MMAHistory #OldSchoolMMA #MMAPodcast #fightpodcast Thank You for your support0:00 MMA history podcast intro  0:32 Joey Venti's guest introduction 1:18 interview start 2:18 meeting Rafiel Torre 4:36 emotions listening to Rafiel Torre interview 5:53 Rafiel Torre affiliations with Chris Brennan 7:58 Eddy Millis reaction to interview 12:36 Rafiel Torre stand up 14:52 landing a journalism job 18:19 rolling with Chris Brennan22:41 James Krause betting scandal 27:57 Joe Francis being extorted 30:45 Tapout crew getting screwed out of money 34:32 Eddie Bravo confronting Rafiel Torre36:42 Eddie Bravo K1 match 37:31 Rafiel Torre living situation 40:10 Angel Richards/ Life insurance policy 43:26 going into the Rafiel Torre interview 46:22 MMA's first sports journalist 51:55 Lucas Brennan article 52:44 airplane incident 53:17 Wet & Wild fake fight 59:22 Chris Brennan's thought after interview 1:00:38 reason for throwing fake fight 1:02:16 Rico Rodriguez reaction to Rafiel Torre1:06:06 Rafiel Torre potential to be released 1:06:41 False claims of being Brazilian 1:07:33 the Rise and fall of Rafiel Torre 1:09:13 Instructional tapes and T shirts 1:10:23 being pioneers of the sport 1:12:25 paying to fight in tournament 1:13:32 Rafiel Torre backing up Chris Brennan 1:15:26 Gerald Strebendt BJJ tournament incident 1:17:16 family gathering after Rafiel Torre arrest 1:20:00 Angel Richard's current life 1:22:13 Brian Richard's ashes 1:23:24 Rafiel Torre feelings towards Chris Brennan 1:24:55 Eddy Millis current thoughts on Rafiel Torre 1:25:39 Gerald Strebendt thoughts on Rafiel Torre 1:29:18 interview wrap up 1:34:29 outro/ closing thoughtsSupport the show

What if the true measure of school success isn't just test scores—but the full humanity and future readiness of every learner?On this episode of Voices for Excellence, Dr. Michael Conner sits down with Dr. Tonia Causey-Bush, a transformational instructional leader and Assistant Superintendent of Educational Services at Banning Unified School District in California. Renowned for her vision, humility, and unapologetic commitment to equity, Dr. Causey-Bush is helping to redesign what student success looks like—grounded in community, innovation, and future-ready learning.Together, Dr. Conner and Dr. Causey-Bush explore how portrait models—like Banning's “Portrait of a Learner”—aren't just glossy graphics. They're living blueprints for systems change, guiding how leadership development, instructional coherence, and human-centered learning come alive in every classroom. Dr. Causey-Bush shares how Banning has evolved their competencies over time, deeply aligning them with teachers, students, and community voices—and why this work must outlast any one leader.They also take on the disruptive realities of AI, its rapid emergence into K-12 systems, and how equity-minded leaders can embrace innovation without losing sight of ethical use, critical thinking, and authentic student agency. Most powerfully, Dr. Causey-Bush reminds us that sustaining innovation begins with humility—and that true leadership means being a perpetual student of the profession.What You'll Learn in This Episode:Why environment matters: Shaping classrooms and systems with the right emotional and academic “soil” for students to grow.How systemic succession builds futures: Creating district-wide frameworks that evolve with time and leadership.Human-centered AI: Embracing innovation through an equity lens without losing the essence of critical thinking.Data as dialogue: Using assessment not as punishment but as a window into student needs and instructional alignment.Instructional leadership at all levels: Shifting mindset so every educator—especially teachers—is an instructional leader.Dr. Causey-Bush's reflections are a powerful call to action: to stay flexible in our approaches, credible in our work, and always humble in the face of what students truly need. Through her leadership and Dr. Conner's mission-driven platform, this conversation urges us to reimagine systems that don't just serve some, but inspire all.Subscribe and share to continue driving the future of education for all.

Send us a text Instructional coaches Torie and Jordan transition districts, moving from being established experts to the new kids on the block. Hear their hilarious struggles with "Coach-ese" jargon and the cultural shock of starting over. This conversation delivers actionable ideas on how to successfully reset your coaching persona and earn trust in any new school environment. Get ready to laugh and refine your pivot strategy! 

Dr. Omar Gutierrez, Assistant Superintendent/Vice President of Business and Financial Affairs for Southwestern College, discusses SWC's offering of bachelor's degrees and its Options Middle College High School where students  graduate from high school with an Associate Degree.  Gutierrez shouts out SWC's new Student Union and Instructional & Discovery Complex; its Performing Arts Center; and its award-winning journalism program.About Spotlight and Cloudcast Media  "Spotlight On The Community" is the longest running community podcast in the country, continuously hosted by Drew Schlosberg for 19 years.  "Spotlight" is part of Cloudcast Media's line-up of powerful local podcasts, telling the stories, highlighting the people, and celebrating the gravitational power of local.   For more information on Cloudcast and its shows and cities served, please visit www.cloudcastmedia.us. Cloudcast Media | the national leader in local podcasting.   About Mission Fed Credit Union  A community champion for over 60 years, Mission Fed Credit Union with over $6 billion in member assets, is the Sponsor of Spotlight On The Community, helping to curate connectivity, collaboration, and catalytic conversations.  For more information on the many services for San Diego residents, be sure to visit them at https://www.missionfed.com/

Dr. Matthew Rhoads is a dynamic EdTech and instructional leader, specializing in AI and technology integration, co-teaching and inclusion strategies, instructional coaching, and data-driven leadership. With extensive experience across TK-20 education, he coaches teachers, manages learning applications, and leads technology initiatives for a consortium of Adult Education Schools. Dr. Rhoads has written 10 influential books on instructional coaching, tech integration, educational leadership, and co-teaching. He also lectures at San Diego State University and works closely with doctoral students at Concordia University Irvine, supporting the next generation of educational leaders.Most recently the 2025 CCAE Southern Adult Education Service Award Winner and the 2020 San Diego CUE Tech Innovator of the Year, Dr. Rhoads is dedicated to creating equitable and inclusive classrooms. Connect with Dr. Rhoads on LinkedIn (linkedin.com/in/matthew-rhoads-ed-d-95772120), join the conversation on Twitter (@mattrhoads1990) or Threads/Instagram at DrRhoadsEdu.https://matthewrhoads.com/https://matthewrhoads.com/books/https://x.com/MattRhoads1990About RachelleEducator, Keynote Speaker, Consultant, Attorney, and AuthorSubscribe to my ⁠newsletter.Check out my ⁠ blog and submit a guest blog.Contact me for speaking & training related to AI, AI and the law, Cybersecurity, SEL, STEM, and more! bit.ly/thriveineduPDInterested in a sponsored podcast or collaboration? Contact me! Rdene915@gmail.com

In this week's Strategy Skills episode, we spoke with Ben Swire, author of Safe Danger and former leader at IDEO. His thesis is trust and psychological safety aren't byproducts. They're designable conditions. And when designed correctly, they create room for calculated risk, creativity, and deeper collaboration. Below are a few insights that stood out: 1. Experiential culture > Instructional culture “There's a difference between handing someone bullet points on how to build trust and giving them a space to practice it.” Swire's workshops deliberately use low-stakes emotional challenges to normalize openness and risk-taking. The result: teams that critique, challenge, and share more effectively. 2. The right environment for growth is neither ‘safe' nor ‘dangerous', it's both “Safe danger is the space where people feel secure enough to step outside their comfort zones.” This is about systematically building tolerance for uncertainty, while preserving respect and inclusion. 3. AI makes human insight more, not less, valuable “AI converges. Humans diverge. That's where value creation happens.” The strategic challenge for leaders is to identify which human capabilities (empathy, contradiction, surprise) will grow in relevance as AI adoption expands. 4. Most resistance to AI is cultural, not technical About 15% of executives Ben sees reject AI outright. But those who fail to define the human contribution clearly are still at risk. “If you want to preserve jobs, don't argue with AI. Focus on what people can do that AI can't.” 5. What actually builds durable teams “Teams that feel safe take more risks, make fewer mistakes, and outperform others. There's strong data behind this.” This conversation is relevant if you're leading transformation, team design, or trying to calibrate your culture for the post-AI workplace.  

Kim Montague, I Have, You Need: The Utility Player of Instructional Routines ROUNDING UP: SEASON 4 | EPISODE 3 In sports, a utility player is someone who can play multiple positions competently, providing flexibility and adaptability. From my perspective, the routine I have, you need may just be the utility player of classroom routines. Today we're talking with Kim Montague about I have, you need and the ways it can be used to support everything from fact fluency to an understanding of algebraic properties.  BIOGRAPHY Kim Montague is a podcast cohost and content lead at Math is Figure-out-able™. She has also been a teacher for grades 3–5, an instructional coach, a workshop presenter, and a curriculum developer. Kim loves visiting classrooms and believes that when you know your content and know your kids, real learning occurs. RESOURCES Math is Figure-out-able!™ Podcast Math is FigureOutAble!™ Guide (Download) Journey Coaching TRANSCRIPT Mike Wallus: Welcome to the podcast, Kim. I am really excited to talk with you today.  So let me do a little bit of grounding. For listeners without prior knowledge, I'm wondering if you could briefly describe the I have, you need routine. How does it work, and how would you describe the roles that the teacher and the student play? Kim Montague: Thanks for having me, Mike. I'm excited to be here. I think it's an important routine.  So for those people who have never heard of I have, you need, it is a super simple routine that came from a desire that I had for students to become more fluent with partners of ten, hundred, thousand. And so it simply works as a call-and-response. Often I start with a context, and I might say, “Hey, we're going to pretend that we have 10 of something, and if I have 7 of them, how many would you need so that together we have those 10?” And so it's often prosed as a missing addend. With older students, obviously, I'm going to have some higher numbers, but it's very call-and-response. It's playful. It's game-like. I'll lob out a question, wait for students to respond. I'm choosing the numbers, so it's a teacher-driven purposeful number sequence, and then students figure out the missing number. I often will introduce a private signal so that kids have enough wait time to think about their answer and then I'll signal everyone to give their response. Mike: OK, so there's a lot to unpack there. I cannot wait to do it.  One of the questions I've been asking folks about routines this season is just, at the broadest level, regardless of the numbers that the educator selects, how would you describe what you think I have, you need is good for? What's the routine good for? How can an educator think about its purpose or its value? You mentioned fluency. Maybe say a little bit more about that and if there's anything else that you think it's particularly good for. Kim: So I think one of the things that is really fantastic about I have, you need is that it's really simple. It's a simple-to-introduce, simple-to-facilitate routine, and it's great for so many different grade levels and so many different areas of content. And I think that's true for lots of routines. Teachers don't have time to reintroduce something brand new every single day. So when you find a routine that you can exchange pieces of content, that's really helpful. It's short, and it can be done anywhere. And like I said, it builds fluency, which is a hot topic and something that's important. So I can build fluency with partners of ten, partners of a hundred, partners of thousand, partners of one. I can build complementary numbers for angle measure and fractions. Lots of different areas depending on the grade that you're teaching and what you're trying to focus on. Mike: So one of the things that jumped out for me is the extent to which this can reveal structure. When we're talking about fluency, in some ways that's code for the idea that a lot of our combinations we're having kids think about—the structure of ten or a hundred or a thousand or, in the case of fractions, one whole and its equivalence. Does that make sense? Kim: Yeah, absolutely. So we have a really cool place value system. And I think that we give a lot of opportunities, maybe to place label, but we don't give a lot of opportunities to experience the structure of number. And so there are some very nice structures within partners of ten that then repeat themselves, in a way, within partners of a hundred and partners of a thousand and partners of one, like I mentioned. And if kids really deeply understand the way numbers form and the way they are fitting together, we can make use of those ideas and those experiences within other things like addition, subtraction. So this routine is not simply about, “Can you name a partner number?,” but it's laying foundation in a fun experience that kids then are gaining fluency that is going to be applied to other work that they're doing. Mike: I love that, and I think it's a great segue. My next question was going to be, “Could we talk a little bit about different sequences that you might use at different grade levels?” Kim: Sure. So younger students, especially in first grade, we're making a lot of use out of partners of 10 and working on owning those relationships. But then once students understand partners of 10, or when they're messing with partners of 10, the teacher can help make connections moving from partners of 10 to partners of 100 or partners of 20. So if you know that 9 plus 1 is 10, then there's some work to be done to help students understand that 9 tens and 1 ten makes 10 tens or 100. You can also use—capitalize on the idea of “9 and 1 makes 10” to understand that within 20, there are 2 tens. And so if you say “9” and I say “1,” and then you say “19,” and I say “1,” that work can help sharpen the idea that there's a ten within 20 and there's some tens within 30. So when we do partners of ten, it's a foundation, but we've got to be looking for opportunities to connect it to other relationships. I think that one of the things that's so great I have, you need is that we keep it game-like, but there's so many extensions, so many different directions that you can go, and we want teachers to purposefully record and draw out these relationships with their students. There's a bit to it where it's a call-and-response oral, but I think as we'll talk about further, there's a lot of nuance to number choice and there's a lot of nuance and when to record to help capitalize on those relationships. Mike: So I think the next best thing we could do is listen to a clip. I've got a clip of you working with a student, and I'm wondering if you could set the stage for what we're about to hear. Kim: Yeah, one of my very favorite things to do is to sit down with students and interview and kind of poke around in their head a little bit to find out where they currently are with the things that they're working on and where they can sharpen some content and where to take them next. So this is me sitting down with a student, Lanaya, who I didn't know very well, but I thought, let me start off by playing I have, you need with you, because that gives me a lot of insight into your number development. So this is me sitting down with her and saying, let's just play this game that I'd like to introduce to you. Kim (teacher): Oh, can I do one more thing with you? Can I play a game that I love?  Lanaya (student): Sure. Kim (teacher): OK, one more game. It's called I have, you need. And so it's a pretty simple game, actually. It just helps me think about or hear what kids are thinking. So it just is simply, if I say a number, you tell me how much more to get to 100. So if I have 50, you would say you need… Lanaya (student): 50. Kim (teacher): …so that together we would have 100. What if I said 92? Lanaya (student): 8. Kim (teacher): What if I said 75?  Lanaya (student): Um…25.  Kim (teacher): How do you know that one?  Lanaya (student): Because it's 30 to 70, so I just like minus 5 more. Kim (teacher): Oh, cool. What if I said 64?  Lanaya (student): Um…36. Kim (teacher): What if I said 27? Lanaya (student): Um…27…8—no, 72? No, 73. Kim (teacher): I don't remember what I said. [laughs] Did I say…? Lanaya (student): 27, I think. Kim (teacher): 27. So then you said 73, is that what you said? And you were about to say 80-something. Why were you going to say 80-something? Lanaya (student): Because 20 is like 80, like it's the other half, but I just had to take away more. Kim (teacher): Perfect. I see. Three more. What if I said 32? Lanaya (student): Um…68.  Kim (teacher): What if I said 68?  Lanaya (student): 32.  Kim (teacher): [laughs] What if I said 79? Lanaya (student): Um…21. Kim (teacher): How do you know that one? Lanaya (student): Because…wait, wait, what was that one?  Kim (teacher): What if I said 79?  Lanaya (student): 79. Because 70 plus 30 is 100, but then I have to take away 9 more because the other half is 1, so yeah. Kim (teacher): Oh, you want to do it a little harder? Are you willing? Maybe I'll ask you that. Are you willing? Lanaya (student): Sure. Kim (teacher): OK. What if I said now our total is 1,000? What if I said 850? Lanaya (student): Um…250?  Kim (teacher): How do you know?  Lanaya (student): Or, actually, that'd be 150.  Kim (teacher): How do you know? Lanaya (student): Because, um…uh…800 plus 200 is 1,000. And so I would just have to take—what was the number again?  Kim (teacher): 850. Lanaya (student): I would have to add 50—er, have to minus 50 to that number. Kim (teacher): Um, 640. Lanaya (student): Uh, thir—360.  Kim (teacher): What about 545? Lanaya (student): 400…uh, you said 549? Kim (teacher): 545, I think is what I said. Lanaya (student): Um…that'd be 465. Kim (teacher): How do you know? Lanaya (student): Because the—I just took away the number of each one. So this is 5 to make 10, and then this is 6 to make 10, and then it's 5 again, I think, or no, it would be 465, right? Kim (teacher): 465. Lanaya (student): I don't… Kim (teacher): Not sure about that one. There's a lot of 5s in there. What if I give you another one? What if I said seven hundred and thirty…721? Lanaya (student): Uh, that'd be… Kim (teacher): If it helps to write it down, so you can see it, go ahead. Lanaya (student): 389, I think? Kim (teacher): Ah, OK. Because you wanna—you're making a 10 in the… Lanaya (student): Yeah. Kim (teacher): …hundreds and a 10 in the middle and a 10 at the end.  Lanaya (student): Yeah.  Kim (teacher): Interesting. Mike: Wow. So there is a lot to unpack in that clip. Kim: There is, yeah. Mike: I want to ask you to pull the curtain back on this a little bit. Let's start with this question: As you were thinking about the sequence of numbers, what was going through your mind as the person who's facilitating? Kim: Yeah, so as I said, I don't really know Lanaya much at this point, so I'm kind of guessing in the beginning, and I just want her comfortable with the routine, and I'm going to give her maybe what I think might be a simple entry. So I asked [her about] 50 and then I asked [about] 92. Just gives a chance to see kind of where she is. Is she comfortable with those size of numbers? You'll notice that I did 50 and 92 and then I did 75. 75, often, if—I might hear a student talk about quarters with 75, and she didn't, but I did ask her her strategy, and throughout she uses the same strategy, which is interesting.  But I changed the number choices up and you'll see—if you were to write down the numbers that I did— [I] kind of backed away from the higher numbers. I went to 64 and then 27 and then 32. So getting further and further away from the target number. If I have students who are counting a lot, then it becomes cumbersome for them to count and they might be nudged away from accounting strategy into something a little bit more sophisticated. At one point I asked her [about] 32, and then I asked her [about] the turnaround of that, 68. Just checking to see what she knows about the commutative property.  Eventually I moved into 1,000. And I mentioned earlier that [with] young students, you start with 10 and maybe combinations of 100, multiples of 10. But I didn't mention that with older grades, we might do hundreds by 1 or thousands by multiples of 100 and then by 5s. So I did that with Lanaya. She seemed to feel very comfortable with the two-digit numbers, and I thought, “Well, let's take it to the thousands.” But if you notice, I did 850, 640, some multiples of 10 still. She seemed comfortable with those, but [she] is still using the strategy of, “Let me go a little bit over. Let me add all the hundreds I need and then make adjustments.”  Mike: Mm-hmm. Kim: And so then I decided to do 545 and see what happened in that moment because at that point she's having to readjust more than one digit. Mike: Yep. Kim: And when I said the number 545, I thought, “Oh man, this is a poor choice because there's a lot of 5s and 4s.” And so when she kind of maybe fumbled a little bit, I thought, “Is this because I did a poor number choice and there are lots of 4s and 5s, or is it because she's using a particular strategy that is a little more cumbersome?” So I gave her a final problem of 721, and again, that was a little bit more to adjust. So in that moment, I thought, “OK, I know where we need to work. And I need to work with her on some different strategies that aren't always about making tens.” Because as she gets larger numbers or she's getting numbers that are by 1s, that becomes less sophisticated. It becomes more cumbersome. It becomes more adjustment than you maybe are even able to hold.  It's not about holding it in your head. We could have been writing some things down and we did towards the end. But it's just a lot of adjustment to make, and the strategies that she's using really aren't going to be ones that help later in addition or in subtraction. So it's just kind of playing with number, and she's pretty strong with what she's working on, but there is some work to do there that I would want to do with her. Mike: It was fascinating because as I was attending to the choices you were making and what she was doing and the back and forth, I found myself thinking a bit about this notion of fluency, that part of it is the ability to be efficient, but also to be flexible at the same time. And I really connect that with what you said because she had a strategy that was working for her, but you also made a move to kind of say, “Let's see what happens if we give a set of numbers where that becomes more cumbersome.” And it kind of exposed— there's this space where, again, as you said, “Now I know where we need to work.” So it's a bit like a formative assessment too. Kim: Yeah, yeah. Interviewing students, like I said, is my very favorite thing to do. And it's tough because we want kids to be successful, which is a great goal, but I think it's often unfortunate that we leave students with a strategy that we think, “Oh, that's great. They have a strategy and it works for them,” but we aren't really thinking about the long game. We're not thinking about, “Will this thing that they're doing support their needs as the size of the numbers increase, as the type of the numbers change?” And we want them to have choice. And again, I have, you need is fantastic because within this game, this simple routine, you can share strategies. There's a handful of strategies that kids generally use, and in the routine in the game, we get to talk about those strategies. So we have a student who's using the kind of same strategy over and over and it stops working because it's less sophisticated, it's less efficient, it's more cumbersome. Then in the routine, we get to expose other strategies that they can try on and see what works for them based on the numbers that they're being given. Mike: You made me think about something that, I'm not sure how you could even put my finger on why, but sometimes people are wonky about this notion that students should have a choice of their strategies. In some ways, it makes me think that what you're really suggesting is part of this work around flexibility is building options, right? You're not trapped in a strategy if suddenly the numbers don't make it something that's efficient. You have options, and I think that really jumps out when you think about what happened with Lanaya, but just generally what you're trying to build when you're using this routine. Kim: Yeah, I mean we are big fans of building relationships, so that strategies are natural outcomes. And I think if you are new to numeracy or you didn't grow up playing with number, it can feel like, “I'm just going to offer multiple and kids have to own them all, and now there's too many things and they don't know how to pick.” But when we really focus on relationship in number, then we strengthen those relationships like in a routine with I have you, need. I grew up messing with number, and the strategies don't feel like a bunch of new things I have to memorize. I've strengthened partners of ten and hundred and thousand, and I understand doubles, and I understand the fact that you can add a little too much and back up. And so those relationships just get used in the way that I solve problems, and that's what we want for kids. Mike: I love that.  We've spent a fair amount of time talking about this connection between building fluency and helping kids see and make use of structure. I'm also really taken by some of the properties that jump out of this routine. They're not formal, meaning they come up organically, and I found myself thinking a lot about algebraic reasoning or setting kids up for algebra. Could you just talk a little bit about some of that part of the work? Kim: I think that when we want kids to own and use properties, one way to go about it is to say, “Today we're going to talk about the commutative property.” And you define it and you verbalize it and you write it down. You might make a poster. But more organically is the opportunity to use it and then name it as it's occurring. So in the routine, if I say “68” and she says “32” and then I say “32” and she says “68,” then we are absolutely using the idea of “68 plus something is 100” and then “32 plus something is 100.” There is something natural about you just [knowing] it's the other addend. In some of the other strategies that we develop through I have, you need, it's about breaking apart numbers in such a way that they are reassociating. And so when that happens for students, then we can name it afterward and say, “Oh, that's just this thing.” And whether we name the property to students or not, it's more important that they're using them. And so we put it in a game, we put it in a form that we just say, “Oh, that's just where you're breaking apart numbers and finding friendly addends to go together.” And I think it's really more important that teachers really understand the strategies that work so that they invite students to participate in experiences where they're using them. Mike: Yeah, I mean, what hits me about that is there's something about making use of a relationship, fleshing it out through this process of I have, you need, and then at the end coming back and saying, “Oh, we have a formal name for that.” That's different than saying, “Here's the thing, here's the definition. Remember the definition, remember the name.” It just works so much more smoothly and sensibly because I've been able to apply that relationship and it feels like it's inside of me now. I have an understanding and now I've just attached a name to that thing. That just feels really, really different. Kim: Yeah, I mean, if we give students the right experiences, then they have those experiences to draw on. And I'm a big fan of saying that some kids just have more experiences than others. And all kids can, but it's our job to provide the right experiences for students that they can use and that they can think back on and that they can connect to other experiences that they have. Using the relationships of number is so powerful, and I think we just need to do more and more so that kids are just stronger in the properties and stronger in connections and relationships so that then when they go solve problems, they're using what they know. Mike: Nice. So something that I want to call out for listeners who, again, this might be new for them, is there's really two parts to this routine. There's the call-and-response, whether it's with an individual student or whether it's with a whole class of students. And then there's what happens after that call-and-response. So how do you think about the choices a teacher has after they've called a number and kids have responded? What are some of the choices available to a teacher in that moment? Kim: Well, I think if you're playing, then you are kind of on a mission to learn more about students. For me, I'm always trying to figure out where students are and what they know and what they're tinkering with right now so that then I can make informed choices about what to do next. So I might make choices that are about my entire class. I might make choices based on, I'm watching particular students as we play to see where are they kind of dropping off. Where—you know, if I'm watching a video of myself playing this routine with a class, I'm scanning to, say, those students wait a little bit longer and I want to strengthen some work when we do multiples of 5 because they're chiming in just a little bit late. So I'm looking for who's fluent, who's not, who's counting on by 1s, who needs another nudge. I'm ready to bump them a little bit further along. It's not about speed. This isn't a speed routine. I absolutely think we give kids some time to wait, but just enough. So like I said, we introduce a private signal, then they let me know when the majority of class is ready. Then I call for everyone to reply. But there is some bit of this where if you're counting by 1s to get up from 68 to 100, then there's some intervention [needed]. There's some work that we can do to strengthen you.  So it's important to give some think time, it's important to use the private signal, and it's about the teacher being responsive to what they notice. “Am I pulling a small group to give some students more experience, making connections?” “Am I moving some students to another set of numbers?” “Am I purposefully pairing students to give them what they need while I'm working with somebody else?” So it's an information-finding routine if I'm noticing and I'm aware of what's going on. Mike: I noticed with Lanaya, there were points where you called, she responded, and you went right in and you called after and she responded—and there were other points where you decided to say something equivalent to, “Tell me how you know.” How do you think about the points where you just keep on rolling or you pause and you ask that probing question? Kim: That's a great question. So when I make a shift is often a time that I will ask, “How do you know?” First of all, it's super important to ask, “How do you know?” when students have both right and wrong answers. We have a lot of kids who are only asked, “How do you know?” when it's wrong. And then they backpedal, right? And then they just pick a new answer. And I think giving kids confidence to commit to their answer and say, “Yeah, I know it's that, and here's how I know.” We continue to build that in students, that we are not the ones who hold all the answers when we question. And so, in a shift is often when I think about making a change. So if I'm asking about combinations of 10 and then I shift to a 5, multiples of 5, maybe the first or second time I ask them how they know. I think about, “Have kids had a chance to verbalize their thinking?” There are moments where you completely understand what Lanaya is saying. And then there's a few where maybe if you're not a careful listener of students, you might think, “I'm not sure she knows what she's saying.” But over time, when you're a practiced listener of students, even though their words may not be fantastic, they're kind of sharing their thinking. And so it will bog it down to ask, “How do you know?” every single time. But in those shifts where I want to know, “Are you changing your strategy up?,” “Are you continuing to do the same thing every time?,” I think it's important to ask. Mike: So I have one last practitioner question before we move on from this. I'm wondering about annotation and the extent to which it's important and whether there are different points in time where it is, where it's not. How do you think about that? Kim: Yeah, I think that's a really important question. You can very easily hear something like this interview with Lanaya and think, “Oh, I'm just [doing] call-and-response.” Which—there can be moments of that, but an important piece is annotation to draw out strategies that kids are using. So I might introduce this routine to a class and I might [do] call-and-response a day or two or a couple of times, depending on how many times that week or how often we get to play.  But at some moment there's a chance to say, “Hang on a second. How did you think about that?” If I say “65” and some kids call it back, I'll say, “How did you come up with that?” And then I ask students to share their strategies, and this is the sharing part. This is the part where students get to learn from each other. And so a kid might say, “I added 5 to get to 70 and then I added 30 more to get to 100.” And some kid will listen and I'm going to record that on a number line, making the jumps that they say out loud. And another student might say, “Wait a second, that's not what I did.” And so there's this opportunity to share strategy, and then we can say, “Well, try that on.” But if I'm not representing what students are saying on a number line, it could be really hard for others to hold onto it. It's not about [holding] everything in your head. So I often record on a number line as we're starting to share strategies or if I want to uncover a mistake that somebody makes, or if I see the kids all using one strategy, I want to draw attention back. Another really important thing is that I might want to lighten the mental load by recording the number that I said. If I'm saying, “721” and I'm not writing anything down, you might be trying to hold “7-2-1” or “720 and 1” at the same time that you're trying to do some figuring, and it's not about who can hold more. So depending on the age, the size of the numbers, I might just [quickly] sketch the number that I said because they can stare at the number while they're also doing some figuring. Or they might write the number down on their notebooks so that they can do some figuring. Mike: One of the things that jumped out is the fact that you talked about when you stop to annotate, one of the ways that you do it is to annotate on a number line as opposed to—I think what I had in my mind initially is a set of equations. Which is not to say that you couldn't do that, but I thought it was interesting that you said, “Actually, I will go to a number line for my annotations.” Kim: So I think making thinking visible is hugely helpful. And if a student says—let's say I give the number 89. If somebody says, “Well, I thought about adding 1 to get to 90 and then I added 10 more to get to 100,” then their strategy of adding 1 more to get to that next friendly number is one of the major strategies that we would want to develop in students when they're adding. But another student might say, “Oh, that's interesting. I started at 89 and I added 10 first to get to 99, and then I added the 1.” And that's a different major strategy that we want to develop. And when you put them both up on a number line, you can see that that missing addend, that missing part is 11, but they're handling it in two different ways. And so it's a beautiful representation of thinking of things in different ways, but that they're equivalent and that you can talk about it when you see it on the board. Equations are fantastic ways to represent, but I have an affinity for number lines to represent student thinking. Mike: Love it.  As a fellow podcaster, you know that the challenge of hosting one of these is we have a short amount of time to talk about something that I suspect we could talk about for hours. Talk to folks who want to keep learning about I have, you need and any other resources you would recommend for people thinking about their practice. Where could someone go if they wanted to continue this journey? Kim: They could listen to the Math is Figure-Out-Able podcast, first of all. We have had several episodes where we talk about this routine and revisit it over and over again because it's super powerful. We also have a free download that I think you're going to share. It's mathisfigureoutable.com/youneed, so you can see something that would be helpful. And we have, at Math is Figure-Out-Able, an online coaching support called Journey, where we just get to work with teachers on a regular basis to unpack the practices and the routines that you're using and spend a lot of time working with teachers and students in the classroom to develop these kinds of things that are more bang for your buck, to make the most that you can in the time that you have with your students. Mike: That's awesome. And yes, for listeners, we will include links to everything that Kim just mentioned.  I wish that we could keep going. I think this is probably a good place to stop, Kim. Thank you so much for joining us. It's been a pleasure. Kim: Oh, Mike, thank you. Appreciate you having me. Mike: Absolutely.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

This week on the Prospect Podcast, Jesús Cano and JJ Cooper talk about the Bridge League and the Instructional League, where MLB draft picks and top international prospects get intense instruction in a more relaxed environment. Jesús has been working the back fields for several months, and he highlights some of the prospects who have stood out.(00:00) Explaining Instructs and Bridge League(11:00) Rockies SS Ethan Holliday(16:00) White Sox SS Billy Carlson(18:30) Reds SS Steele Hall(20:45) Rangers Two-Way Player Josh Owens(24:45) Padres LHP Kruz Schoolcraft(27:15) White Sox OF Jaden Fauske(30:15) Giants SS Josuar Gonzalez(33:30) A's SS Edgar Montero(42:00) Angels C Gabriel Davalillo(44:45) Prospect SoapboxesGet 20% off your first Slab Pack or card purchase by going to ArenaClub.com/FOUL and use code FOULOur Sponsors:* Check out Indeed: https://indeed.com/BASEBALLAMERICASupport this podcast at — https://redcircle.com/baseball-america/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

It's well known from the research that high quality teaching and leadership teams learn from each other's practices. Recently on Teacher, the leadership team from Warriapendi Primary School in Perth, Western Australia, wrote 3 articles for us all about the journey they've been on to build instructional capacity in literacy to improve student outcomes in the area. Today's episode of Teacher Staffroom will bring you up to date with the insights they shared in those articles, and we'll also share some of my other recent highlights from our content – which, by the way, is freely accessible at any time over at our website, teachermagazine.com. Don't forget, like all of our other episodes of Teacher Staffroom, we'll be posing some questions for you throughout this podcast, so feel free to pause the audio as you go, gather some colleagues, and discuss together how these stories might be relevant to your school context. Host: Dominique Russell Sponsor: Monash University's Let's Talk Teaching podcast

Instructional designers have played an increasingly important role in supporting instruction in all modalities. In this episode, Safary Wa-Mbaleka and Gianina-Estera Petre join us to discuss a new resource describing effective instructional design practices in a global context. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In this episode, I chat with curriculum supervisor and educator Amir Taron Ayres about effective AI strategies for lesson planning and instructional leadership. You'll also hear how educators are using artificial intelligence tools to unpack standards, design lessons, and support diverse learners. Tune in to explore practical, ethical, and mindset-shifting ways to integrate AI into your teaching practice! Show notes: https://classtechtips.com/2025/09/23/ai-strategies-338/ Sponsored by my Amazon Storefront: https://ClassTechTips.com/amazon Follow Amir Taron Ayres on social: https://x.com/amirtaronED Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

An Instructional Eucharist The Fourteenth Sunday after Trinity Sunday, September 21, 2025 The Rev. Andrew DeFusco Church of the Redeemer, Nashville, TN www.Redeemer-Nashville.net

We're celebrating 100 episodes of Powered by Learning with a special conversation with past podcast guests Dr. Kristal Walker, Marjorie Van Roon, Ajay Pangarkar, Robyn DeFelice, and Connie Malamed. Together, we reflect on the past five years in L&D—AI's promise (and limits), the rise of data-informed decisions, accountability for performance and ROI, and the renewed push for personalized, human-centered learning. Listen for an energizing look at where L&D is headed—and how your organization can evolve. Show Notes: Our podcast guests and co-hosts share practical perspectives you can use now while looking ahead to the future of L&D. AI is a powerful assistant and creative partner—use it to draft content, visuals, questions, and interactions, but always apply expert human review to ensure accuracy and instructional soundness. - Connie Malamed, Mastering Instructional Design Community The real shift is toward data and performance—L&D must tighten its partnership with the business, lead with data-informed decisions, and mature its advisory role. - Robyn DeFelice, Learning Strategist Treat AI as an accelerator, not a replacement—let it handle the basics so teams can focus on human-centered elements; expect growing emphasis on professional upskilling and certifications to keep a “seat at the table.” - Dr. Kristal Walker, VP Employee Wellbeing, Sweetwater Accountability is rising—L&D must show performance and financial impact. Build financial literacy to demonstrate value or risk losing resources to other priorities. - Ajay Pangarkar, Author & Speaker AI boosts brainstorming, editing, translation, and recommendations, but watch for bias, hallucinations, and cultural nuance; learners prefer shorter, visual, sometimes in-person experiences, and Gen Alpha will amplify demand for interactive, gamified learning. - Marjorie Van Roon, Senior Manager, Learning & Development, Best Buy Canada The d'Vinci co-hosts also shared some important key points: AI is still in its early days for L&D—what matters most is balancing ethical use with creating better, higher-impact learning. Instructional designers must remain the “human check and balance” to avoid bias, hallucinations, or copyright issues. - Luke Kempski, d'Vinci CEOAI works best as a creative partner and brainstorming tool. At d'Vinci, teams use it across functions—from design to strategy to development—but always within clear governance policies that align with client expectations. -  Mason Scuderi, d'Vinci PresidentThe rising learner demand for convenient, relevant, and personal training is pushing L&D professionals to grow their own design and consulting skills. The biggest opportunity ahead is balancing business impact with meaningful learner experiences. Jenny Fedullo, d'Vinci Learning Experience Director Read the extended show notes and get links to past Powered by Learning podcast episodes featuring today's guest on d'Vinci's website.Powered by Learning earned Awards of Distinction in the Podcast/Audio and Business Podcast categories from The Communicator Awards and a Gold and Silver Davey Award. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide. Learn more about d'Vinci at www.dvinci.com. Follow us on LinkedInLike us on Facebook

Instructional design isn't just about what learners know—it's about what they can do. In this episode, Dr. Karl Kapp discusses his new book, Action First Learning, and why engagement, application, and challenge are essential for lasting impact.  Show Notes: Karl Kapp challenges traditional instructional design methods and introduces ideas that inspire lasting behavior change from learners. His key takeaways include: Design for Application, Not Absorption: Action First Learning emphasizes giving learners opportunities to apply concepts right away. By focusing on real-world tasks and challenges from the start, training becomes more relevant, memorable, and impactful. Desirable Difficulties Improve Retention: Learning that feels too easy may not stick. Struggles—when designed well—lead to deeper understanding, stronger memory, and long-term performance. Reflection Is Essential for Learning: Without intentional reflection, learners may have experiences but miss the lessons. Instruction should include built-in prompts or creative methods to encourage personal reflection. Effective Learning Doesn't Require Expensive Tech: High-impact learning experiences can be created using simple tools like card games, role-plays, or branching scenarios. It's the design, not the delivery method, that matters most. Gamification Is Evolving—And So Should We: Today's most effective gamified learning emphasizes strategy, feedback, and motivation—not just points and badges. The future lies in designing experiences, not rewards. Read more from Dr. Karl Kapp Beyond Gamification: A Move Toward Action-First Learning (published by ATD)Action First Learning (plus Instructor's Guide, Learning Tools, and Coloring Page published by ATD) Actions Speak Louder than Words: Why Action First Learning is the Key to Real World Preparedness (Published in Training Industry) Powered by Learning earned Awards of Distinction in the Podcast/Audio and Business Podcast categories from The Communicator Awards and a Gold and Silver Davey Award. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide. Learn more about d'Vinci at www.dvinci.com. Follow us on LinkedInLike us on Facebook

About MichelleMichelle Manning is an Instructional Technology Integration Specialist with over 30 years of experience in education. She is passionate about using technology to enhance the curriculum, making personalized lessons accessible for all students to learn and demonstrate their knowledge. As a presenter and featured speaker at international conferences, Michelle shares her expertise with educators, helping them integrate technology into their classrooms. She emphasizes the role of technology as a digital assistant, empowering educators to save time and transform their teaching practices.Connect with Michellehttps://www.facebook.com/ManningTechTalk/https://x.com/ManningTechTalkhttps://www.linkedin.com/in/manningtechtalk/https://www.instagram.com/manningtechtalk/https://bsky.app/profile/manningtechtalk.bsky.social https://www.threads.net/@manningtechtalkhttps://www.tiktok.com/@manningtechtalk https://www.youtube.com/@ManningTechTalk Educator, Keynote Speaker, Consultant, Attorney, and AuthorSubscribe to my ⁠newsletter.Check out my ⁠ blog and submit a guest blog.Contact me for speaking & training related to AI, AI and the law, Cybersecurity, SEL, STEM, and more!  bit.ly/thriveineduPDInterested in a sponsored podcast or collaboration? Contact me! Rdene915@gmail.com

In this episode of Transformative Principal, host Jethro Jones sits down with K.C. Knudson, MTSS Coordinator at the Northwest Educational Service District, to explore the critical distinction between coaching and evaluation in education. Drawing on research and real-world experience, K.C. shares why 98% of teachers need coaching—not evaluation—and how shifting from a culture of grading to one of growth can transform schools. The conversation covers the pitfalls of traditional evaluation systems, the power of collective efficacy, and practical strategies for principals to foster collaborative, learner-centered environments. Listeners will gain actionable insights on building effective teams, de-privatizing instructional practice, and making professional learning communities truly impactful.Coaching vs. EvaluationPennsylvania training and assistance networkPennsylvania data - 98% of teachers are rated proficientGrow vs. Grade - 98% of your staff want to grow and get better. Gates foundation spent $212 Million to state that teacher evaluations do not provide meaningful growth, retain teachers, or help with student achievementWashington - research-based evaluation - targeted vs. comprehensive evaluationNeed to teach our principals how to coach more effectively. Don't spend a lot of time talking about quality instructionPrecision over profusion - trying to add more seat time is profusionWhat do we need our teachers to be really good at. Instructional floor - Anthony MuhammedWe've got to be good at our craft to get to the student learning part of it. Learner objectives - produce kids that know how to be seen and heard, how to function, how to thrive in the world. The Principal is PrincipleSchools change life trajectoriesCommunity Creates EquityPrincipal as the center of a wagon wheel vs. the principal as a node of a networkSupportive leadership in the service of empowered teachersHow to be a transformative principal? Deprivatize teaching: Sit down for 30 minutes and do a teams audit: When do I have people sitting down and focusing on student learning?About K.C. KnudsonK. C. Knudson is currently the MTSS Coordinator at the Northwest Educational Service District. Prior to this role, he served as a Senior Educational Consultant, where he focused on facilitating the establishment of inclusive classrooms, schools, and districts to effectively cater to the diverse needs of all students. This work is deeply rooted in the strategic utilization of the Universal Design for Learning (UDL) guidelines and the Multi-Tiered System of Supports (MTSS) framework. K. C. has extensive experience in providing professional learning, coaching, and technical assistance specifically aimed at supporting the implementation of inclusive practices using UDL and MTSS. His background in education leadership includes significant roles such as Director of Teaching and Learning, Assistant Superintendent, Executive Director, Principal, Assistant Principal, and Teacher. Join the Transformative Mastermind Today and work on your school, not just in it. Apply today. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

This episode explores the idea of teaching students with leveled books at their so-called instructional reading levels. For 70+ years, educators have been told that this was the key to optimum amounts of learning. This podcast challenges that idea.

Creating online courses that truly connect with your audience starts long before opening your authoring tool. In this episode of the JuvoHub Podcast, host Jonathan Saar breaks down the heart of instructional design—not just the tech, but the purpose behind each lesson. Too often, creators rush to build content to meet deadlines or compliance goals, skipping over the vital question: Who is this course really for, and how will it stick with them? If you've ever felt like your training just isn't landing the way it should, this episode will give you a fresh mindset to start with intention and design for impact. Key Takeaways 00:03 – Introduction: The Purpose Behind the Course 01:36 – The Rush Trap: Compliance vs. Connection 02:20 – Thinking Like an Educator 03:12 – Lessons from Rushed Content 04:03 – Final Takeaway: Design Theory Applies to Everything Instructional Design: It's Not Just for Big Courses Whether you're building a 5-minute refresher or a full certification, taking the time to think through your design will elevate your entire course. Instructional design isn't just an academic exercise—it's how we deliver real value. When we slow down and center our learners, we make content that's not only compliant but compelling. Class Dismissed!

Send us a textCharles Hulme and Maggie Snowling share decades of research on reading development, dyslexia, and oral language. They explain why knowing how to teach is as vital as what to teach, clear up myths that can derail instruction, and spotlight evidence from interventions like NELI. Research shows that boosting spoken language early provides children with more resources to apply during independent and teacher directed learning, leading to stronger reading and broader academic success. The evidence is sufficient and the tools now exist to assess and teach spoken language in the early grades.”Major Takeaways from the Research:Boosting oral language early leads to gains beyond language, impacting reading and overall learning.Instructional success depends on both what is taught and how it is taught.Myths and faulty beliefs can reduce the effectiveness of reading interventions.Tools like NELI provide scalable, evidence-based ways to strengthen early spoken language skills.

Instructional coaches juggle a lot! They support teachers, build relationships, attend meetings, and are often given tasks that go beyond their coaching role. So, how can you balance coaching with everything else you're asked to do?In this episode, Instructional Coach Jaime Vandergrift joins me to discuss managing the many hats of an instructional coach. We explore the different hats instructional coaches wear and the challenge of balancing coaching work with other tasks. Jaime and I talk about limiting beliefs, being a team player, setting boundaries, prioritizing coaching responsibilities, and the pressure to do it all. She also reflects on tasks she took on that she later realized weren't really part of her job. Plus, she explains why it's important that coaches are not seen as administrators if they want to maintain trust with teachers.Listen now for Jaime's insights, practical tips, and honest talk about managing the many hats of an instructional coach!-Chrissy BeltranBuzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-BInstructional Coach Binder Megapack – Editable Forms, Calendars, Planning Tools - https://buzzingwithmsb.com/product/instructional-coach-binder-megapack-editable-forms-calendars-planning-toolsFree Webinar: Defining Your Coaching Role - https://buzzingwithmsb.com/webinarInstructional Coaching Start-Up Course - https://buzzingwithmsb.com/startupInstructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode244Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching!Podcast produced by Fernie Ceniceros

Feedback doesn't create learning by itself—learning happens when students reflect on, act upon, and integrate feedback into their work.  Teachers don't cause student achievement. Students do. Our role as educators is to design environments, tasks, and relationships that enable students to produce the learning behaviors that generate achievement. One of those critical learning behaviors is knowing how and being willing to use feedback. Instructional coaches and coaching leaders are supporting teachers to build opportunities for students to profit from feedback, they should be looking to create the same opportunities for their feedback to be profitable for teachers. Watch the "Austin's Butterfly" video here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

Instructional leadership often fails to improve student outcomes when it's applied without context and intended follow-through. Many initiatives result in surface-level changes and initiative fatigue rather than lasting impact.Deepening instructional leadership requires a shift from top-down mandates to influencing environments where teachers thrive. It entails supporting shared leadership, quality teaching, and aligned systems that reinforce meaningful learning.#EducationalLeader,Kim “When students are led well, they learn well.”Website: http://kimdmoore.comBook: http://leadershipchairbook.comLinkedIn: https://linkedin.com/in/kimdmooreYouTube: https://youtube.com/@EducationalLeaderThe views shared in the Educational Leadership Moment are solely mine and do not reflect the positions of my employer or any entity within the local, state, or federal government sectors.

For the eighth episode in this series, the topic is 5 Reasons Instructional Coaches are Essential in Schools. This episode focuses on the essential mindset shift that educators need to make when moving into an instructional coaching role.  If you enjoy this episode, you'll love the previous episodes. Go back and listen so you can refresh your coaching practice following the three phases of the Thrive Model: Clarity, Consistency and Community. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter)

Here's what no one tells you: time management for instructional coaches starts with goals!In this episode, I walk you through how to set yearly, monthly, and weekly goals with real examples. You'll also learn how defining your role and conducting a needs assessment can help you focus your coaching work. I share how I break down my big three goals into checkpoints to stay on track. Plus, you'll hear how to measure your progress and advocate for your work with your administration.Listen now!-Chrissy BeltranBuzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-BInstructional Coaching Planner – Monthly Checklists, PD Topics, and Calendars - https://buzzingwithmsb.com/plannerFree Webinar: Defining Your Coaching Role - https://buzzingwithmsb.com/webinarInstructional Coaching Start-Up Course - https://buzzingwithmsb.com/startupInstructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode243Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching!Podcast produced by Fernie Ceniceros

AI is advancing rapidly, but not all applications lead to better learning. There's a big difference between flashy, generative AI and the kind of AI that fuels real learning, especially in math. In this episode, Dan Tracy of MIND Education unpacks how thoughtfully designed, neuroscience-based programs can use AI to enhance, not replace, great instruction. Learn why effective AI in math education isn't about automation, it's about understanding how students learn. Learning becomes personal when students are actively thinking, visualizing, and problem-solving and that's what great design, not automation, delivers. Listen in as Dan shares how MIND leverages AI to analyze patterns in student thinking and iteratively improve instruction, creating a natural environment for learning. Built on decades of neuroscience and real classroom data, MIND Education can uniquely speak to how thoughtful, neuroscience-informed, visually grounded design drives real outcomes in math.

Welcome to Digital Learning Today. In this episode, Jeff Bradbury explores the strategic systems that shape the future of education, focusing on Instructional Coaching, Artificial Intelligence, Professional Learning, and the latest Educational Technology Trends. In this episode, Jeff Bradbury discusses the highlights from the ISTE and ASCD conference, focusing on the innovative features of SchoolAI with Dave Monson, Head of Design. The conversation covers the importance of AI in education, addressing teacher concerns about privacy and security, and the role of data-driven insights in enhancing student engagement. The episode also emphasizes the need for supportive policies in schools and provides resources for instructional coaches to effectively implement AI tools in their classrooms. Become a High-Impact Leader: This episode is just the beginning. To get the complete blueprint for designing and implementing high-impact systems in your district, get your copy of my book, "Impact Standards." Strategic Vision for Digital Learning: Learn how to create a district-wide vision that aligns digital learning with your educational goals, transforming how standards-based instruction is designed and supported. Curriculum Design and Implementation: Discover practical strategies for integrating digital learning into existing curricula, creating vertical alignment of skills, and mapping digital learning across grade levels. Effective Instructional Coaching: Master the art of coaching people rather than technology, building relationships that drive success, and measuring impact through student engagement rather than just technology usage. Purchase your copy of “Impact Standards” on Amazon today! Key Takeaways: The ISTE conference brought together 15,000 educators to discuss educational innovations. SchoolAI offers free access for teachers, making it accessible for all. AI tools can significantly enhance student engagement and learning outcomes. Privacy and security are top priorities for AI in education. Teachers can use AI to create personalized learning experiences for students. Data dashboards provide valuable insights into student performance and engagement. AI can support students' emotional well-being by facilitating personal conversations. Developing clear AI policies is essential for schools to navigate new technologies. Instructional coaches play a crucial role in implementing AI tools in classrooms. SchoolAI provides a marketplace of resources created by educators for educators. Chapters: 00:00 Introduction to TeacherCast and ISTE Conference Highlights 02:06 Exploring SchoolAI: Features and Benefits 05:13 Addressing Teacher Concerns: Privacy and Security in AI 08:51 Getting Started with AI in the Classroom 10:57 Data-Driven Insights: Using Dashboards for Student Engagement 14:06 Supporting Student Well-Being: AI's Role in Personal Conversations 15:43 Developing AI Policies in Schools 18:26 Resources for Instructional Coaches and Educators Resources Mentioned in This Episode: Sign up for product showcase now: https://schoolai.com/showcase About our Guest: David Monson is the Head of Design at SchoolAI, where he brings a unique blend of classroom experience and global design leadership. A former educator who taught product design, David is passionate about creating...

Patrick Mongrain, an experienced teacher and teacher coach, shares a message comparing the use of data to drive smarter decisions in the movie Moneyball to providing teachers with data to analyze their instructional classroom moves. He describes the role of 8 high level strategies such as building community and relationships, providing opportunities to respond, and positive and corrective feedback. Too often clearly defined instructional skills that are key to instructional strategies are not identified or coached. Email Patrick: pmongrain65@comcast.net Watch "The Why of the 8 practices" here. Learn about the EdChanger Pro App here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!    

Youth Services Librarian Amanda joins us to promote the 'Color Our World' Summer Reading Challenge which opened on June 14th and goes through August 9th. Learn more and register by visiting oakcreeklibrary.org/src. Or, visit our events calendar to stay up to date on all of the fun activities that will keep you and your family busy this summer: oakcreeklibrary.org/events. Check out what we talked about: Books mentioned: Instructional drawing books by Ed Emberley and Ralph Masiello. "In Search of Van Gogh: Capturing the Life of the Artist Through Photographs and Paintings" by Gloria Fossi with readalike "Monet: the Restless Vision" by Jackie Wullschläger. "10 Cats: A Chaotic Colourful Counting Book" by Emily Gravett with readalike "Where's My Cat?" by Seymour Chwast. "Painting Tools & Materials: A Practical Guide to Paints, Brushes, Palettes and More" by Elizabeth T. Gilbert with readalike "The Sierra Club Guide to Sketching in Nature" by Cathy Johnson. "Art Club" by Rashad Doucet with readalike series "Cat Kid Comic Club" by Dav Pilkey. Websites mentioned: The Met Collection – https://www.metmuseum.org/art/collection Art Collecting Information and Gallery Guides – https://art-collecting.com/index.htm To access complete transcripts for all episodes of Not Your Mother's Library, please visit: oakcreeklibrary.org/podcast The following music was used for this media project: "Radio Martini" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Somewhere Sunny (ver 2)" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Malt Shop Bop" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Super Friendly" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Porch Swing Days - faster" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Wallpaper" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ "Life of Riley" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/ Check out books, movies, and other materials through the Milwaukee County Federated Library System: countycat.mcfls.org hoopladigital.com wplc.overdrive.com oakcreeklibrary.org

In this episode, Jenn David-Lang sits down with renowned educator and turnaround Principal Kafele to discuss his latest—and most personally significant—book: “What Is My Value Instructionally to the Teachers I Supervise?” This conversation zeroes in on the principal's role as an instructional leader. Principal Kafele makes it clear that the core focus of his message—and his latest book—is on how and why principals themselves must strengthen and own their role as instructional leaders. What You'll Learn: • Why the principal must lead instructionally • How self-reflection can transform your leadership practice • The 4 levels of reflection: Self-Reflection, Self-Assessment, Self-Adjustment, Self-Improvement • How your school culture either enables or prevents instructional leadership • Why now—at the end of the school year—is the best time to reflect deeply on your role as instructional leader This episode is a powerful call to action for principals to ask the right questions, assess their impact, and return with greater clarity and purpose next year. Learn more about Principal Kafele and his work: principalkafele.com If you have questions, feedback, or suggestions for future episodes—including great non-education books with lessons for school leaders—email us at Dr.mike.doughty@gmail.com. Please consider leaving a rating and review on Spotify or iTunes to support the show. Every bit helps! And if you found this episode helpful, share it with your colleagues. Interested in sponsoring the podcast? Contact Mike directly at Dr.mike.doughty@gmail.com. To learn more about Jenn's insightful book summaries and work, reach out at Jenn@TheMainIdea.net or visit TheMainIdea.net.

In this episode of the Range Podcast, host Ricky Brule discusses the latest developments in the archery world, including the launch of the Victor Arrow Rest. Ricky then discusses the importance of public land preservation. He emphasizes the need for community engagement in protecting outdoor spaces and encourages listeners to reach out to their local politicians. Call 202-224-3121 right now! Not tomorrow. NOW! Thank you!  To participate in the Backcountry Hunters & Anglers “Flood the Lines” Campaign, Click Here.  The episode wraps up with a call for support, appreciation and prayer for the United States military and our allies.  Takeaways The Range Podcast covers stories from the hunt and technical bow shooting tactics. Vapor Trail has begun shipping the Victor Arrow Rest after six years of development. Instructional videos will be created to help users understand limb-driven and IMS technology. Community engagement is crucial for protecting public lands. Influential figures in the outdoor industry are advocating for public land preservation. Listeners are encouraged to contact their local politicians regarding public land issues. The podcast aims to provide valuable resources for archery enthusiasts. Ricky Brule expresses gratitude for the support from the outdoor community. Pray for the United States Military, our troops and our allies.  The Range Podcast is available on all major platforms, including Apple Podcasts and Spotify. Video versions are also available on the Vapor Trail YouTube Channel and Wild TV.  Enter Promo Code trp15 during checkout at www.vaportrailarchery.com to receive 15% off VTX Bowstrings and Branded Apparel. The Range Podcast is brought to you by Vapor Trail Archery and Stokerized Stabilizers. We are proud to be a part of the @sportsmens_empire network. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Range Podcast, host Ricky Brule discusses the latest developments in the archery world, including the launch of the Victor Arrow Rest.Ricky then discusses the importance of public land preservation. He emphasizes the need for community engagement in protecting outdoor spaces and encourages listeners to reach out to their local politicians.Call 202-224-3121 right now! Not tomorrow. NOW! Thank you! To participate in the Backcountry Hunters & Anglers “Flood the Lines” Campaign, Click Here. The episode wraps up with a call for support, appreciation and prayer for the United States military and our allies. TakeawaysThe Range Podcast covers stories from the hunt and technical bow shooting tactics.Vapor Trail has begun shipping the Victor Arrow Rest after six years of development.Instructional videos will be created to help users understand limb-driven and IMS technology.Community engagement is crucial for protecting public lands.Influential figures in the outdoor industry are advocating for public land preservation.Listeners are encouraged to contact their local politicians regarding public land issues.The podcast aims to provide valuable resources for archery enthusiasts.Ricky Brule expresses gratitude for the support from the outdoor community.Pray for the United States Military, our troops and our allies. The Range Podcast is available on all major platforms, including Apple Podcasts and Spotify. Video versions are also available on the Vapor Trail YouTube Channel and Wild TV. Enter Promo Code trp15 during checkout at www.vaportrailarchery.com to receive 15% off VTX Bowstrings and Branded Apparel.The Range Podcast is brought to you by Vapor Trail Archery and Stokerized Stabilizers. We are proud to be a part of the @sportsmens_empire network.

In this episode of the Range Podcast, host Ricky Brule discusses the latest developments in the archery world, including the launch of the Victor Arrow Rest.Ricky then discusses the importance of public land preservation. He emphasizes the need for community engagement in protecting outdoor spaces and encourages listeners to reach out to their local politicians.Call 202-224-3121 right now! Not tomorrow. NOW! Thank you! To participate in the Backcountry Hunters & Anglers “Flood the Lines” Campaign, Click Here. The episode wraps up with a call for support, appreciation and prayer for the United States military and our allies. TakeawaysThe Range Podcast covers stories from the hunt and technical bow shooting tactics.Vapor Trail has begun shipping the Victor Arrow Rest after six years of development.Instructional videos will be created to help users understand limb-driven and IMS technology.Community engagement is crucial for protecting public lands.Influential figures in the outdoor industry are advocating for public land preservation.Listeners are encouraged to contact their local politicians regarding public land issues.The podcast aims to provide valuable resources for archery enthusiasts.Ricky Brule expresses gratitude for the support from the outdoor community.Pray for the United States Military, our troops and our allies. The Range Podcast is available on all major platforms, including Apple Podcasts and Spotify. Video versions are also available on the Vapor Trail YouTube Channel and Wild TV. Enter Promo Code trp15 during checkout at www.vaportrailarchery.com to receive 15% off VTX Bowstrings and Branded Apparel.The Range Podcast is brought to you by Vapor Trail Archery and Stokerized Stabilizers. We are proud to be a part of the @sportsmens_empire network.

Accompaniment allows people of faith to mutually assist each other's spiritual growth and provides a pathway for less experienced people to learn and grow through an intentional relationship. The Catholic Apostolate Center recently developed an online course that equips people with the basics and how-to of accompaniment. Meg Ferguson, Curriculum Coordinator at the Catholic Apostolate Center, joins this episode of On Mission with Chris Pierno and Fr. Frank Donio, S.A.C. to share her inspiration and development of the virtual Accompaniment Course.Missionary discipleship is most fruitful through the witness of the baptized. Many are profoundly moved, particularly by the witness of young people. People often comment on who is not active in the life of faith. How often do we put our attention on those who are? These are the people, including many young people, who live their faith and go forth daily as missionary disciples of Christ. Pope Francis teaches that “missionary disciples accompany missionary disciples” (Evangelii Gaudium, 175). The baptized do not become missionary disciples on their own, they need accompaniment. This is true for young people and true for all. Young people do need accompaniment toward missionary discipleship, but that can only happen if others are well-formed disciples. Part of this formation includes learning more about ministry with young people, particularly young adults. Many young people evangelize others through their witness of faith in word and deed. Sometimes this is a story that is not told. They live well their faith through missionary discipleship and have brought others to Christ and his Church. They need our support, accompaniment, and prayers. Related On Mission episodes:AccompanimentRetreat Experiences and AccompanimentDr. Timoney on Parish Pastoral Councils  From the Ad Infinitum blog:Accompaniment View Collaboration in Ministry resourcesCheck out the main Saints and Feast Days websiteDownload the App on the App Store or Google Play Follow us:The Catholic Apostolate CenterThe Center's podcast websiteInstagramFacebookApple PodcastsSpotify On Mission is produced by the Catholic Apostolate Center. Follow the Center on Facebook, Instagram, Twitter, and YouTube to remain up-to-date on the latest Center resources and podcasts. Listen to Fr. Frank's weekly reflections and recent blogcasts.

Mike and Steve interviewed Coach Ryan Nielsen, the Saints' former defensive line coach and current senior defensive assistant for the Buffalo Bills. Nielsen discussed his relationship with legendary defensive line coach Pete Jenkins, future Hall of Fame Saints defensive end Cam Jordan, and former LSU head football coach Ed Orgeron. Nielsen emphasized the importance of winning football games in the trenches.

Two lecturers from the Technological University of the Shannon (TUS) have been highly commended for their exceptional contributions to teaching at the prestigious Regional Teaching Excellence Awards. The awards, which took place at the Millenium theatre on the grounds of the TUS Moylish campus in Limerick last week, celebrated seven finalists from across the region, representing TUS, Mary Immaculate College (MIC) and University of Limerick (UL). Among the seven shortlisted candidates which included the winner, three lecturers received high commendations - two of them hailing from TUS's Limerick School of Art and Design (LSAD): Damien O'Connell, Programme Coordinator for Critical and Contextual Studies, and Clare-based Gianna Tomasso, Programme Leader for the MA in Instructional and Learning Design. To discuss this further, Alan Morrissey was joined by Programme Leader for the MA in Instructional and Learning Design and is an Assistant Lecturer at Limerick School of Art and Design, Gianna Tomass. Photo(C): Clare FM

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks.Principals, when students practice math over the summer, math scores go up. What's your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before this […] The post PMP450: Instructional Excellence with Michelle Steingart appeared first on Principal Matters.

This week, we're wrapping up our series on schoolwide behavior and management practices that work. In this episode, Sam Parmerlee, The ED Queen, joins me to talk about behavior de-escalation for instructional coaches.During the episode, Sam discusses the kinds of behaviors we are seeing in the classroom. We explore why equity is an important consideration when thinking about student behavior. Sam shares ideas for how coaches can proactively create management practices that support kids, along with common mistakes that escalate student behaviors. She also offers practical de-escalation strategies that coaches can use when asked to provide behavior support.This episode is full of actionable tips and stories from the field. Listen now!-Chrissy BeltranBuzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-BInstructional Coach Binder Megapack – Editable Forms, Calendars, Planning Tools - https://buzzingwithmsb.com/product/instructional-coach-binder-megapack-editable-forms-calendars-planning-toolsSimply Impact Summit - https://simplyimpacteducation.spiffy.co/a/jP2TPw7G5k/4190Instructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode233 This episode is sponsored by IRIS Connect. IRIS Connect helps you streamline teacher development with the world's most advanced PD facilitation system. https://www.irisconnect.com/us/Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching!Podcast produced by Fernie Ceniceros

It's our Season Finale! We're back with Part 2 of The Battle of the Minutes! Hope, Wade, and Chris are once again joined on the couch with Bri and Christi (@twotampacoaches). This is the second half of our conversation about maximizing instructional time in education.  If you missed Part 1, check out last week's episode and let us know what you think.  We'll be back with more conversions on hot topics in education after the summer! -- The Flip Side Podcast Hosted by Get Your Teach On's Hope King, Wade King, and Chris Pombonyo, The Flip Side Podcast releases new episodes each week on YouTube and your favorite podcast platform. Each week, we'll breakdown share flipped perspectives and insights on different perspectives on hot topics in education. Learn more: getyourteachon.com/theflipside. Subscribe to GYTO and The Flip Side on YouTube! About Get Your Teach On: Led by educators and authors Hope and Wade King, Get Your Teach On specializes in professional development and encouragement for educators and administrators in the form of conferences, workshops and events. GYTO conferences are known for their passionate celebration of teachers and their ability to inspire life-long learners. Founded in 2016, GYTO now hosts National and Regional Conferences, Virtual Conferences, school and district trainings, and additional events for a wide variety of educators and school administrators each year. GYTO also provides free resources, teacher-focused merchandise, and is the parent organization for the worldwide Rock Your School initiative which encourages out of the box teaching. Credits: The Flip Side is a Get Your Teach On Podcast. Executive Producers Hope King, Wade King Producers Dominique Castellanos, Chase Mayo, Chris Pombonyo Technical Director Chase Mayo Editors Chase Mayo, Seth Foster Copyright 2025 Hope King Teaching Resources Inc.

Stop doom-scrolling and start skill-scrolling. In this episode—the Ultimate Guide to Visual BJJ Learning—Josh(@thejoshmckinney) finally delivers on his promise to break down exactly how to watch tape, instructionals, class demos, and even TikTok clips so they translate into real-world taps. You'll learn the “one-detail rule” that fixes a thousand mistakes, why 30 focused minutes beats a three-hour YouTube binge, and how to train your eyes to spot winning cues before they happen. From elbows-tight fundamentals to black-belt-level pattern recognition, Josh walks you step-by-step through building study sessions that actually stick.We'll dissect:Positional film study—spotting the underhook that ruins your week and the back-take you never finish.Seminar survival—sharpening attention so you keep the gold and ditch the noise.Instructional triage—using short-form clips for inspiration, then diving into long-form context.Advanced tactics—predicting your favorite athlete's next move (and why that superpower matters).Whether you're a white belt drowning in details or a coach looking to give your team an edge, this episode hands you a full blueprint—minimal fluff, maximum mat return. Grab your notebook, hit play, and turn every replay into rounds you win.

In this episode of Unpacking Education, we sit down with education coach, author, and researcher Dr. Jorge Valenzuela to explore how instructional innovation and project-based learning (PBL) can transform the learning experience and empower both students and educators. Jorge introduces the updated second edition of his book, Project-Based Learning+: Enhancing Academic Learning and Essential Life Skills, and shares how combining academic learning with essential life skills—like emotional intelligence, career readiness, and self-knowledge—creates powerful outcomes. Tune in to hear about how action research, personalized learning, and timely feedback can help educators meet students where they are. You'll also discover practical tools, strategies for integrating AI in the classroom, and ways to foster student agency through relevant, real-world learning experiences. Whether you're new to PBL or looking to deepen your practice, this episode is packed with inspiration and actionable insights. Visit AVID Open Access to learn more.

Learn more about the Project-Based Learning Instructional Leader Program Schedule a call with Amy About The Speaker Dr. Amy Baeder is an independent education consultant supporting instructional excellence through project-based learning. Dr. Baeder is the Director of the Project-Based Learning Network, which supports teachers across the United States and 43 countries.

Our battle continues! This week, Hope, Wade, and Chris are once again joined on the couch with Bri and Christi (@twotampacoaches). This week, it's the Battle of the Minutes, and strategies for maximizing instructional time in education. The conversation covers practical tips for using planning periods wisely, engaging students from the start of the day, and integrating technology meaningfully, all aimed at improving time management in educational settings. This is Part 1 of a two part episode discussing instructional time. Part 2 launches next week on May 26th.  -- The Flip Side Podcast Hosted by Get Your Teach On's Hope King, Wade King, and Chris Pombonyo, The Flip Side Podcast releases new episodes each week on YouTube and your favorite podcast platform. Each week, we'll breakdown share flipped perspectives and insights on different perspectives on hot topics in education. Learn more: getyourteachon.com/theflipside. Subscribe to GYTO and The Flip Side on YouTube! About Get Your Teach On: Led by educators and authors Hope and Wade King, Get Your Teach On specializes in professional development and encouragement for educators and administrators in the form of conferences, workshops and events. GYTO conferences are known for their passionate celebration of teachers and their ability to inspire life-long learners. Founded in 2016, GYTO now hosts National and Regional Conferences, Virtual Conferences, school and district trainings, and additional events for a wide variety of educators and school administrators each year. GYTO also provides free resources, teacher-focused merchandise, and is the parent organization for the worldwide Rock Your School initiative which encourages out of the box teaching. Credits: The Flip Side is a Get Your Teach On Podcast. Executive Producers Hope King, Wade King Producers Dominique Castellanos, Chase Mayo, Chris Pombonyo Technical Director Chase Mayo Editors Chase Mayo, Seth Foster Copyright 2025 Hope King Teaching Resources Inc.

The teaching of copyright and related concepts can easily be overwhelming to instructors who are experts in their field but may have little to no detailed understanding of copyright law. They require reliable, accessible information to coach students on copyright-related matters. In Teaching Copyright: Practical Lesson Ideas and Instructional Resources (Bloomsbury, 2025), Sara Wolf provides explicit guidance based on U.S. copyright law in the teaching of copyright and related concepts to learners at schools, colleges, and universities. Instructors are supported with time-saving resources such as lesson templates, scenarios, practice activities, and a downloadable test question bank.Additionally, Bloom's Taxonomy labels lessons, activities, and assessment items to enable an appropriately diverse set of learning for students. Instead of reducing copyright to simple recall, the lessons and information in this text will help instructors develop higher-level thinking about copyright and assist them in measuring learners' abilities not just to remember, but also to analyze and evaluate copyright dilemmas. Guest: Dr. Sara E. Wolf is an Associate Professor of library media and educational technology at Auburn University. Host: Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

This #coachbetter episode is a highlight from one of Kim's favorite episodes from a previous season, featuring Ange Molony, Secondary School Vice Principal at Discovery College in Hong Kong. Kim and Ange talk about how informal leaders, like instructional coaches, can advocate for equity in their school setting.  Instructional coaches are fortunate to engage with so many different stakeholders throughout their work, and they may have relationships and experiences with other community members that provide insight that other formal leaders don't have. When we have the opportunity to advocate for others, instructional coaches have a variety of pathways to start or continue that conversation. This conversation with Ange highlights her own experience in being an advocate, and may provide insight for you to consider how you do something similar in your school setting.  Find the show notes for this episode here. Like this episode, you'll enjoy these: From Coaching to Leadership with Ange Molony [Ep 190] (Full episode) Embracing Your Influential Leadership as an Instructional Coach Coaching IS Leadership Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter)

This is the first episode in the series "Coaching for Transformation". This series will focus on unpacking the coaching strategies that help leaders grow into the best versions of themselves.This conversation is hosted by Dario Minaya, with insights from Susan Minaya, COO, Chief Learning Strategist and Executive couch with Minaya Learning Global Solutions. This episode will focus on exploring how perception itself can either limit or liberate a leader.Stay tuned to learn more.

Just as students benefit from developing a positive, growth-oriented approach to failure, teachers thrive when they are supported in the same way. Instructional coaches and administrators can play a critical role in fostering this mindset. Teachers need opportunities to embrace challenges, experiment with new ideas, and persist through setbacks, in a safe environment. Too often, professional learning focuses on delivering strategies and best practices without acknowledging the discomfort and vulnerability that come with trying something new. Explore seven keys to “successful failure.” "A Moment of Perspective," Christina (Kiki) Peterson "Why Failing Well is the Key to Success," Megan McArdle "7 Keys to Successful Failure," Mindy Crary Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

In this episode, Dr. Matt Rhoads discusses his book 'Crush It From the Start: 25 Tips for Instructional Coaches and Leaders' with host Jeffrey Bradbury. They explore the importance of organization, key themes from the book, and practical tips for instructional coaches. Dr. Rhoads emphasizes the significance of understanding cognitive science, effective coaching strategies, and the integration of technology in education. The conversation also touches on the challenges faced by coaches and the need for reflection and balance in their professional lives. If you are a new listener to TeacherCast, we would love to hear from you. Please visit our Contact Page and let us know how we can help you today! Subscribe to Our Weekly Newsletter To get our weekly Instructional Coaching Tips sent right to your inbox, please subscribe to our weekly newsletter. Conversation Takeaways Blocking out time strategically is essential for productivity. Harnessing technology can streamline workflow for coaches. Building relationships is a key theme in instructional coaching. Understanding cognitive science enhances teaching effectiveness. Rehearsing instructional strategies can improve classroom performance. Focusing on a few key areas can lead to greater impact. Utilizing frameworks like TPAC can guide technology integration. Visibility in classrooms helps build trust with teachers. Feedback should be timely and constructive to foster growth. Reflection and self-care are crucial for educators. Chapters 00:00 Introduction to Instructional Coaching 05:28 The Importance of Organization in Coaching 08:28 Key Themes from 'Crush It From the Start' 20:08 Top Tips for Instructional Coaches 23:05 Utilizing the TPAC Framework 26:14 Looking Ahead: Future Projects and Reflections About our Guest: Matthew Rhoads, Ed.D., is an expert in educational technology and instructional strategy integration, working across online, blended, and traditional classroom settings in Adult Ed, K-12, and Higher Education. He develops EdTech integrations paired with research-based strategies and serves as a leader, trainer, and coach for educators. Dr. Rhoads also acts as a professional learning specialist and mentors pre-service teachers and doctoral students as a dissertation chair. He is a ten time author on books discussing instruction, EdTech integration, and instructional coaching and leadership. For more information on Dr. Rhoads, his website is matthewrhoads.com. Learn more about his new book today!: https://25tipsforcoaches.com Links of Interest Website: https://matthewrhoads.com Book Website: https://25tipsforcoaches.com LinkedIn: https://www.linkedin.com/in/matthew-rhoads-ed-d-95772120/ Follow Our Podcast And Subscribe View All Episodes Apple Podcasts Spotify

In this deeply inspiring and wide-ranging episode, Dwayne sits down with digital pioneer and serial entrepreneur Jeni Hott. What starts as a casual catch-up unfolds into a powerful conversation about life transitions, emotional intelligence, mindset mastery, and the future of business. Jeni shares her spontaneous decision to uproot her life, her son's incredible generosity, and the legacy we leave behind—not just in business, but in how we live. They also dive into leadership identity shifts, how to handle negativity in business, and why embracing AI is not optional but essential.Whether you're a new entrepreneur or a seasoned leader navigating uncertainty, this episode is packed with wisdom, heart, and actionable insight.Timestamps:00:00 – Opening remarks and the chaos of moving02:00 – Jeni's health scare and the wake-up call from the universe04:00 – Giving everything away: a touching story of legacy and generosity06:30 – Joy in everyday moments and the theme of intentional kindness09:00 – Why business is always about relationships10:30 – Introducing Jeni: Her trailblazing blogging success and career highlights12:00 – From nursing to naturopathic doctorate to entrepreneurship13:30 – The underestimated power of mindset in business15:00 – Scarcity vs abundance: where business owners get stuck17:00 – The identity shift from entrepreneur to leader21:30 – What defines a true leader and how to grow into it24:00 – Releasing limiting beliefs: The Sedona Method & Hale Dwoskin28:00 – Observing vs suppressing emotion in entrepreneurship30:00 – Waking Up app by Sam Harris & third-party mindfulness tools32:00 – Business mindset vs strategy: finding balance33:30 – Entering the AI Era: Why business owners must adapt36:00 – Breaking down AI in simple terms (ChatGPT, GPTs, LLMs)42:00 – Creating your own company-specific GPT (custom AI tools)48:00 – Instructional designers & the future of team training53:00 – How to simplify your operations with AI + training systems56:00 – Hiring a VA and the stages of team evolution1:01:00 – Keeping it lean: How Jeni ran a 7-figure business with minimal staffNotable Quotes:“Legacy is when you pass on that mission, that purpose, and that generosity. That's what life is really about.”“If it doesn't feel good, it's probably not true. Most of your limiting beliefs are just your brain trying to keep you comfortable.”“Every entrepreneur hits that point where they must decide: will I be the bottleneck or the breakthrough?”“AI isn't replacing you—it's extending your potential.”“You don't need a massive team to be massively successful. You need systems that work.”Valuable Resources & Takeaways: Mindset Tools:The Sedona Method (Hale Dwoskin)Waking Up app (Sam Harris)"Do the Work" App (Marie Hayes)AI & Business Tools:ChatGPT & Custom GPTsInstructional Design Support: Kate NashOBM & VA Hiring: MaryRose Speed's VA AcademyOnline Business Structure: Time Rich Program by Jeni HottConnect with Dwayne KerriganLinked In: https://www.linkedin.com/in/dwayne-kerrigan-998113281/...

00:00 - 06:15 - Introduction, LIMI, Eoghans rib06:15 - 09:40 - Nutrition 09:40 - 10:30 - Competing as a hobbiest 10:30 - 11:30 - Ankle lock details 11:30- 13:01 - Octopus guard 13:01 - 15:20 - Outside Ashi & John Wick15:20 - 16:07 - Snapdowns 16:07 - 17:30 - Wrestling for short people17:30 - 18:58 - ARMA Gym 18:58 - 19:50 - Eoghan being high 19:50 - 21:00 - Low back pain 21:00 - 22:14 - Crucifix & BS moves 22:14 - 24:45 - Wrestling for jiu jitsu and learning new skills 24:45 - 25:30 - BJJ rounds 25:30 - 27:50 - Inverting flexibility 27:50 - 28:40 - Back attack details 28:40 - 31:42 - Bodybuilding and making size gains 31:42 - 32:00 - Recovery strategies 32:00 - 35:30 - Best way to watch instructional for beginners 35:30 - 38:20 - Wrestlers 38:20 - 39:30 - Shin to Shin details 39:30 - 42:25 - Strongman training 42:25 - 45:26 - Summer Camp and closing notes Sponsors: Less Impressed More Involved: https://outlierdb.com/ - use code RUNESCAPE for 50% off your first monthHow to work with us:Charles Strength Training Programs Mat Strong Program: https://app.fitr.training/p/matstrongonline BJJ Workouts Instructional: https://bjjfanatics.com/collections/new-releases/products/building-workouts-for-bjj-by-charles-allan-price 1:1 Coaching Inquiries: https://7kdbbkmkmsl.typeform.com/to/nSZHpCOL Eoghan's InstructionalsLeg Lock Instructional: https://bjjfanatics.com/products/leglocks-the-uk-variant-by-eoghan-oflanagan Half Butterfly Instructional: https://bjjfanatics.com/products/down-right-sloppy-half-butterfly-by-eoghan-oflanagan Countering the outside passer: https://bjjfanatics.com/products/sloppy-seconds-countering-the-outside-passer-by-eoghan-o-flanagan Los Banditos Gym: https://losbanditos.club/ Hosted on Acast. See acast.com/privacy for more information.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsHave you ever wished for a simple yet effective way to improve math instruction without overwhelming teachers?Many educators struggle with making math lessons engaging, equitable, and effective. Without clear guidance, teaching methods can vary widely, leading to inconsistent student experiences. But what if there was a structured, research-backed approach that empowers teachers while ensuring high-quality instruction for all students?You'll learn: Discover how instructional recipes provide clear, research-based strategies that simplify lesson planning while enhancing student engagement.Learn how small, high-leverage instructional changes can lead to significant improvements in student understanding and classroom equity.Gain insights into practical teaching techniques, including effective task launches, student discourse strategies, and how to provide hints and extensions without lowering cognitive demand.Tune in now to explore how instructional recipes can transform your math teaching approach—giving both you and your students a more rewarding experience!Show NotesLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.