Podcast appearances and mentions of Mary Howard

The launch of this year's Darkness Into Light will take place later today. Darkness Into Light sees communities come together to support mental health and prevent suicide. The 2025 edition of the event will happen in the early hours of Saturday, the 10th of May. The 2025 launch of Darkness into Light will take place at the Templegate Hotel on Thursday, 10th April at 7.30 pm. To find out more Alan Morrissey was joined in studio by Ennis Fine Gael Councillor, Mary Howard. Pic (c) https://www.pieta.ie/support-our-work/darkness-into-light/

This episode was previously published as episode 93 of the podcast. __ Hello everyone! In a world where too many educators want the short and easy answers to literacy education, Evan and Laura Robb are here to help us see the value and purpose for putting in the real work and time it takes to learn our craft, and support kids the way they need to be supported. I couldn't be more excited for part two of this conversation! In part two, we discuss where public education is going wrong in how we judge quality literacy teaching, why teachers should be learners along side their students, and how modeling from coaches and leaders is powerful for both the teachers and students to see. As far as I'm concerned, this is one of the most important episodes Teach Me, Teacher has to offer. Do not miss it. Enjoy! Don't forget to subscribe and review the show on iTunes!  If you enjoyed this conversation, I highly recommend my discussion with Dr. Mary Howard (who we mention in this episode.)

In this episode of Live Full Work Fun, Mary Howard, a Registered Nurse and owner of Powerline Health, joins host Gayla Scrivener for a conversation about perseverance and passion in business. As "Nurse Mary," she shares her journey of running a successful online supplement store while embracing an active lifestyle through pickleball. With a thriving community of 6,000 email subscribers and an extensive library of 140 YouTube videos, Mary offers valuable insights into entrepreneurship and health optimization. Episode Highlights: Practical tips for setting achievable health and wellness goals How to maintain positivity while facing business challenges The importance of minerals and supplements in your daily routine This episode embodies our season's theme of "Don't Let the Start Stop You" as Mary demonstrates how continuous learning, adaptation, and dedication to helping others can lead to both business success and personal fulfillment. Continue the conversation. Share your biggest takeaway from this episode on Facebook. Additional Resources: AskNurseMary.com Connect with Mary Howard: Website: https://www.powerlinehealth.com/ Instagram: https://www.instagram.com/mary_powerlinehealth Facebook: https://www.facebook.com/PowerlineHealth/ Twitter: https://x.com/PowerlineHealth LinkedIn: https://www.linkedin.com/in/hcsdesigns YouTube: https://www.youtube.com/channel/UCswogE6H1iNsaJHs4ADGYKA Connect with Gayla: Website: https://www.gaylascrivener.com/ LinkedIn: https://www.linkedin.com/in/gaylascrivener/ Facebook: https://www.facebook.com/GaylaScrivenerLiveFullWorkFun Instagram: https://www.instagram.com/gscrivener/ This episode is brought to you by Scrivener Social. The easy-to-use social scheduling platform built for the busy solopreneur. Go to ScrivenerSocial.com and schedule a demo today!

Ennis Tidy Towns have joined forces with the Ennis healthy food cafe Sweet'n'Green on an interesting new initiative. They are launching a campaign around reusing coffee grounds. They are also working on plans to make Ennis a disposable cup-free town. To discuss this further, Alan Morrissey was joined by Ennis Fine Gael Councillor and member of Ennis Tidy Towns, Mary Howard and Siobhain Landy of Sweet'n'Green. Photo (c): Clare FM

EPISODE 59 - "POLITICS: THROUGH THE LENS OF CLASSIC CINEMA" - 10/28/2024 As we all get ready to go to the polls and vote in what might be the most important election of our lives, we wanted to take a look at politics in the films of old Hollywood. This week, we explore the movies that reflected the politics and the issues of the day and left an indelible mark on cinema. From labor wars in New Mexico to a mayor's race in New England to the early years of Abraham Lincoln, join us as we take a look at some great political movies.  SHOW NOTES:  Sources: Hearst Over Hollywood (2002), by Louis Pizzitola; Pictures at A Revolution: Five Movies and the Birth of a New Hollywood (2008), by Mark Harris;  Hollywood's White House (2010), by Peter C. Rollins and John E. O'Connor; The Great Depression on Film (2022), by David Luhrssen;   “The Best Man Took On Cutthroat Campaigning,” August 21, 2024, The Hollywood Reporter; “How Blacklisted Hollywood Artists Joined Forces to Make a Truly Subversive film,” June 6, 2024, forward.com; “Subversives: Salt of the Earth,” UCTV TCM.com; IMDBPro.com; IBDB.com; Wikipedia.com; Movies Mentioned:  Gabriel Over the White House (1933), starring Walter Huston, Karen Morely, Franchot Tone, Dickie Moore, David Landau, Arthur Byron, Jean Parker, and C. Henry Gordon; Salt of the Earth (1954), starring Juan Chacón, Rosaura Revueltas, Mervin Williams, Henrietta Williams, and Virginia Jencks; The Great McGinty (1940), starring Brian Donlevy, Muriel Angelus, Akim Tamiroff, William Demarest, Allyn Joslyn, Louis Jean Heydt, Thurston Hall, Jimmy Conlin, and Arthur Hoyt; The Best Man (1964), starring Henry Fonda, Cliff Robertson, Edie Adams, Margaret Leighton, Ann Sothern, Lee Tracy, Shelley Berman, Kevin McCarthy, and Gene Raymond; The Last Hurrah (1958), starring Spencer Tracy, Jeffery Hunter, Dianne Foster, Pat O'Brien, Basil Rathbone, Donald Crisp, James Gleason, John Carradine, Willis Bouchey, Ricardo Cortez, Ken Curtis, Frank Albertson, Anna Lee, and Jane Darwell; The Parallax View (1974), starring Warren Beatty, Paula Prentiss, William Daniels, Walter McGinn, and Hume Cronyn; Three Days of the Condor (1975), starring Robert Redford, Faye Dunaway, Cliff Robertson, Max von Sydow, John Houseman, Addison Powell, Tina Chen, Walter McGinn, Michael Kane, Carlin Glynn, and Hank Garrett; Abe Lincoln in Illinois (1940), starring Raymond Massey, Ruth Gordon, Gene Lockhart, Mary Howard, Minor Watson, Howard Da Silva, and Alan Baxter; --------------------------------- http://www.airwavemedia.com Please contact sales@advertisecast.com if you would like to advertise on our podcast. Learn more about your ad choices. Visit megaphone.fm/adchoices

Unclean, unpleasant and unsafe. These are just some of the complaints raised by people in relation to Ennis Train Station. Some of those who have used the station also have concerns about what are described as its “substandard” toilet facilities, the unclear and difficult-to-follow timetables, and a lack of adequate information on bus schedules. To discuss this further, Alan Morrissey was joined by Clarecastle-based Sinn Fein councillor, Tommy Guilfoyle and Ennis Fine Gael councillor, Mary Howard.

The incoming Mayor of Ennis insists building consensus around the Ennis 2040 proposals will be of pivotal importance during her tenure. Fianna Fáil Councillor Clare Colleran-Molloy has been chosen to wear the mayoral chain of the county town for the coming year, while her party colleague, newly-elected Councillor Antoinette Baker Bashua, will serve as Leas Cathaoirleach. Candidates campaigning against Ennis 2040 received over 7,500 first preference votes in the recent local elections, although Ennis 2040 board members Mary Howard and Clare Colleran-Molloy got the second and fourth-highest amount of votes, respectively. Clarecastle Fine Gael Paul Murphy meanwhile, who's expressed broad support for the proposals, was third over the line. With a broad range of opinions existing with Ennis Municipal District on the developments in the county town, Mayor Colleran-Molloy says democracy must prevail.

The US city of Phoenix, Arizona is one of the cities twinned with Ennis. The process involves these Youth Ambassadors home hosting a young person from Phoenix, with the Ennis ambassadors then travelling across the Atlantic Ocean to spend some time in Phoenix. On Wednesday's Morning Focus, Alan Morrissey was joined by Mary Howard, Fine Gael Councillor who is involved with Ennis-Phoenix Twinning Board. Jack Healy, Ennis Youth Ambassador and Alex Wimsatt, Phoenix Youth Ambassador also joined Alan in studio.

 talking to Mairead O'Higgins Finnegan, Jim Collins, Pat O'Brien, John S Kelly and David Fleming. As broadcast live during SBCR and RCB Simulcast at the Local Election Count 2024 in the West County Hotel 8th June 2024

It's that time of year again, when local groups across Ireland are busy getting their towns in pristine condition ahead of the Tidy Towns Competition. But, what do the judges look for when they roll into town? Mary Howard is the chair of the Ennis Tidy Towns Committee and joins Seán to discuss.

It's that time of year again, when local groups across Ireland are busy getting their towns in pristine condition ahead of the Tidy Towns Competition. But, what do the judges look for when they roll into town? Mary Howard is the chair of the Ennis Tidy Towns Committee and joins Seán to discuss.

This year's Darkness Into Light will take place on the morning of Saturday, 11th of May at 4:15am. The early morning event by Pieta, billed as “the most important sunrise of the year”, is a huge fundraiser for suicide prevention. Its launch will take place tomorrow. To find out more about the event, Alan Morrissey was joined by Mary Howard, Ennis Municipal District Fine Gael Councillor & Darkness Into Light Committee member on Wednesday's Morning Focus.

Concern has emerged that Ennis Train Station is becoming a "flashpoint" for anti-social behaviour. Iarnród Eireann has appeared before a meeting of local representatives to address concerns over persistent illegal dumping and fly tipping at the site. In the latest Irish Business Against Litter Report, Ennis Train Station was one of three areas in the town to be classed as "heavily littered". According to Ennis Tidy Towns, on one day alone last week sixteen bags of household rubbish and six bags of leaves were recovered from the site, shopping trollies were observed abandoned there and graffiti was removed. In the first six months of 2023 alone, 44,000 passengers passed through the doors of Ennis Train Station. Ennis Tidy Towns Chair and Fine Gael Councillor, Mary Howard believes the lack of maintenance is blighting a key entry point for visitors to the county. Iarnród Eireann is now calling for further support from the local authority to combat what it's described as a "severe spate" of fly tipping. The public transport provider has appeared before a special meeting of Ennis Municipal District on foot of concerns raised over persistent littering at the site. According to Ianród Eireann, millions of euro have been invested there in recent years and while a review of the CCTV system is currently underway, a number of blackspots still exist near Station Court. Business Development Manager Jim Dempsey says the situation is extremely disappointing for staff and customers. A number of Councillors also raised concerns over anti-social behavior incidents at the Station, following an incident in August which saw criminal damage caused to a number of vehicles. Ennis Station Master, Philip Conway insists additional security measures have been put in place and they're committed to making Ennis a world class facility.

On Friday's Morning Focus, Alan Morrissey was joined by two guests in studio; Mary Howard, the Fine Gael councillor for the Ennis Municipal District; and the COO of Ennis 2040 DAC, Kevin Corrigan. Cloughleigh Community Centre will host a new samba drums taster class on Monday 26th of February at 7:30pm.

In this episode of A Brief History we look at the daughter of Thomas Howard, Duke of Norfolk, whom he said was "too wise for a woman". -- Looking for a commercial-free experience? Head over to Patreon and become a patron! -- Host: Rebecca Larson --- Send in a voice message: https://podcasters.spotify.com/pod/show/rebecca-larson/message Support this podcast: https://podcasters.spotify.com/pod/show/rebecca-larson/support

The Vicky Phelan Campaign and Portrait Tour hosted by David Brennan, a childhood friend of Vicky's, along with Relay for Life Clare and Clare Haven Services is set to take place this Friday, January 26th. David will be joined on the night by Lahinch healthcare campaigner John Wall and 221+ member Caoimhe O'Neill-Forde. The free event will take place in Danlann an Chlair. Doors will open at 6.30 p.m. while the talk will begin at 7 p.m. For more on this, on Monday's Morning Focus, Alan Morrissey was joined by David Brennan, John Wall, Caoimhe O'Neill-Forde and Mary Howard.

This episode is not just about the poets at Tudor court—it's also packed with cool bits of Tudor history. We'll also discuss women poets like Madge Shelton, Mary Howard, and Margaret Douglas. Plus, get ready for some juicy details on what Thomas Wyatt spilled about Anne Boleyn to Henry VIII (total gasp moment!). Kateryn Parr also makes an appearance in this episode, and we'll throw in an art history lesson on artist workshops for good measure. There's a ton to chat about, so grab a seat, and let's dive into Tudor history! Gender and Position-Taking in Henrician Verse  -- Credits: Hosted by: ⁠Melanie V. Taylor⁠ Guest: Rebecca Quoss-Moore, PhD -- Commercial free episodes: ⁠⁠⁠⁠Patreon.com/TudorsDynasty⁠⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/rebecca-larson/message Support this podcast: https://podcasters.spotify.com/pod/show/rebecca-larson/support

Ever since the advent of the Internet, professional development for educators has become more prominent online. Teachers and school leaders found a home in Twitter. It's been a source of knowledge and a facilitator of long-lasting connections, even friendships. How can educators use this platform today for professional learning, especially with its current challenges?In my conversation with Dr. Mary Howard, author of RtI From All Sides and Good to Great Teaching (affiliate links), we talk about this social media platform, including:* The upcoming #g2great discussion on Twitter around Regie Routman's new book The Heart-Centered Teacher (affiliate link),* How to engage in a Twitter chat, and* What the future may hold for online professional learning.Listeners will walk away with a greater appreciation for continuous improvement as literacy leaders.Related #G2Great Resources* Our #G2Great Wakelet Collections (Regie's will be posted after the chat)* 10-20-22 Blast From the Past: Literacy Essentials (Blog post)* 1/11/18 Literacy Essentials (Blog post)Looking for more learning?Check out the video archive of my conversation with Mary. You will find a brief guide for how to engage in a Twitter chat. In addition, I provided an original article on how to apply a modern framework for digital learning in classrooms and school for full subscribers. Sign up today! Get full access to Read by Example at readbyexample.substack.com/subscribe

On Thursday's Morning Focus, Alan Morrissey was joined by Nancy Collins and Tadgh Mullooley, Youth Ambassadors from Rice College and Fine Gael Councillor for Ennis, Mary Howard, who was involved with last month's visit by a delegation from Phoenix, one of the cities twinned with Ennis. Nancy and Tadgh, who both attend Rice College, were youth ambassadors over the summer, where they home hosted a young person from the US city of Phoenix, Arizona in June. This was then followed by a journey for them across the Atlantic Ocean, where they spent three weeks in Phoenix. The search for 2024 youth ambassadors is currently underway. Those interested can contact Councillor Mary Howard on (086) 878 0298 or maryhoward2009@gmail.com

Last month, we heard about the delegation from Ennis' Twin City, the US city of Phoenix, Arizona, which visited the County Town to celebrate the 35th anniversary of the sister city relationship they had established with each other back in 1988. Indeed, an official welcome reception was held at Áras Contae an Chláir in September, to celebrate the 35th anniversary of Ennis' twinning relationship with Phoenix and the 10th anniversary of its links with Langenfeld in Germany. Fore more on this Alan was joined by Mary Howard, Ennis Fine Gael Councillor and Deputy Chairman, Bernard Dilger, Chair of the Ennis Langenfeld Twinning Board and Dara Glynn, Secretary.

In this episode, educator and author Mary Howard joins for an electrifying chat about how ChatGPT plugins can supercharge teaching and learning. Tune in to hear teacher-friendly tips for getting the most out of these add-ons, plus creative ideas for bringing AI into your classroom in a meaningful way. Show notes: https://classtechtips.com/2023/10/17/chatgpt-plugins-237/  Sponsored by my QRGs: https://classtechtips.com/books/  Follow Mary on Twitter: https://twitter.com/mrshoward118  Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

Read by Example is a reader-supported publication. To receive new posts each week in your inbox, become a free or paid subscriber.For this article club, colleagues and I explored the following questions and more as we discussed Paul Emerich France's article (ASCD Blog).* How can schools balance instructional transparency with teacher empowerment?* Is there a reasonable rationale for why principals can expect lesson plans to be submitted to them?* If teachers are expected to be leaders, what are the conditions in which they can thrive?The following guests joined me for this enlightening discussion:* Debra Crouch, Teaching Decisions* Mary Howard, Literacy Lenses (Twitter)* Don Marlett, Learning Focused (Twitter)Listeners will walk away with a more nuanced understanding of effective vs. ineffective lesson planning, the conditions for teacher agency, and how to build a school culture based on trust.(Go to the end of this post for the full transcript of our conversation.)Additional Benefits for Full SubscribersFull subscribers enjoy additional resources:* The ability to comment on all posts.* The opportunity to participate in these live conversations via Zoom.* Access to the video recording archive of professional conversations, as well as a copy of the discussion guide which can be used to support similar continuous improvement efforts in your context.Become a paid subscriber today to enjoy all of these community benefits.Coming Up:October & November Book Club, The Heart-Centered Teacher by Regie Routman“How do we find hope and possibility in challenging times?”In her latest book, Regie Routman offers all educators “a refreshing chance to pause, take a breath, and reflect on how you and your students can live more compassionate, generous, and authentic lives.” The Heart-Centered Teacher is about more than literacy; it's about “developing, nurturing, and sustaining caring relationships - in our teaching lives, our home lives, and in the happy intersection of both.”You are invited to join us this fall in an eight-week book club around this text. You can purchase Regie's book at one of the links below.Full subscribers can participate in two monthly conversations via Zoom around the book on the following dates:RSVP here.All subscribers will be able to post comments on discussion threads related to the book on the following dates:* October 10th: Chapters 1-2* October 24th: Chapters 3-5* November 7th: Chapters 5-7* November 21st: Chapters 8-10We will be using the study guide and additional chapter resources to help support the discussion, found at the book's companion site.All of this is made possible through the generous support of full subscribers - thank you!Full Transcript (generated by Rev.com; the AI is to blame for all grammatical errors. :-)Matt Renwick (00:02):Welcome to Read by Example, where teachers are leaders and leaders know literacy. And I'm welcoming here again, Mary Howard, Debra Crouch, and Don Marlett. Mary, if you want to start, just share a little bit real quickly about yourself, what you do.Mary Howard (00:18):Sure. I'm a literacy consultant, still heavily engaged in education, living in Honolulu, Hawaii, and have been a teacher for 51 going on 52 years now.Matt Renwick (00:33):Deborah,Debra Crouch (00:35):I'm Debra Crouch. I, I'm also working as a literacy consultant these days and just was with second and fourth grade teachers today talking about the practices in their classrooms, and this was very applicable to some of the work that we were doing. So I'm excited about this conversation.Matt Renwick (00:55):Awesome. Yeah.Don Marlett (00:58):Hi, I am Don Marlett with Learning Focused. So I thought this would be a fun one to join. Alright. Specifically within an instructional framework is one of our focus areas,Matt Renwick (01:15):And I'm familiar with all of your work, either through reading or presenting. So this is a very knowledgeable group. I'm honored to be here. So today's topic, and again, the intention here is to just engage around a topic of interest that people are talking about. And this was something that was getting debated on Twitter, whether or not teachers should have to submit lesson plans and looking at the bigger topics of school-wide expectations, balancing that with teacher empowerment and the articles by Paul Emrich, France for ASCD blog. So the question I had just in mind was, should teachers be required to submit lesson plans or do we need to ask a better question? I get a sense there's more to the issue here at a deeper level than just lesson plans, but we can get into that. And the other purpose we record these conversations is just to demonstrate how to facilitate a professional conversation.(02:14):And this is the heart of professional learning. We don't talk about some of these big topics in schools because they could be too contentious. You're afraid it might spiral into an argument debate. And so hopefully through this process, through professionals such as ourselves that we can demonstrate that for our colleagues. So everyone gets this guide who is a full subscriber to the newsletter. So thank you to everyone who is a full subscriber, really important to have norms with some of these conversations. Working norms, agreements, I just use some from the Peloton group. A dialect should be a basic attitude. Create safe spaces, include all relevant parties in a dialogue. You listen, let everyone share their experiences, ask questions, talk about difficult topics and contribute to forgiveness and reconciliation. And one thing I've seen presenters do is to ask the audience each person to like, which one are you going to focus on to add during this time together? Which one do you want to really work on? So that's a strategy you might want to try. So just to kind kick things off, but what are you listening to right now? Just more of an inclusion activity. It doesn't have to be music, it could be a podcast, it could be anything nature.(03:36):I'll go first.Don Marlett (03:38):Go ahead Matt.Matt Renwick (03:41):I'll be the first to go here. I've been listening to a huberman Lab podcast. Andrew Huberman is a neurobiologist in California and he's a podcast and just talking to a psychiatrist in the East Coast, Paul Conti at Harvard Medical School about mental health and talks about the framework for mental health. So I found it very illuminating and I want to share it out at some point for all schools. I think the framework's very helpful in terms of how we can help kids and even adults. So that's what I'm listening to.Don Marlett (04:18):I just started listening to writing for Busy readers. I saw it, I follow Angela Duckworth and she posted it. And so it was a good book, but also because whenever we send emails from our company and all that stuff that everybody is busy. So how can we make it so that they can actually read them? Since we all know it's hard to read our own emails. It's very good so far.Matt Renwick (04:47):And it was a book or it was a podcast?Don Marlett (04:50):It's a book. So I'm just using reading the audible version, listening to the audible version of it. Cool.Mary Howard (05:01):Okay. Well, I'll go. I just finished listening to, I'm a big fan of Dr. Andy Johnson's the reading instruction show. What I love about Andy is how clear and strong he is in talking about some of the issues. And so I enjoy listening to that and I enjoy taking notes and just kind of thinking it through. He usually has a podcast maybe once every couple of weeks or so, and it's really very well done.Matt Renwick (05:37):Nice.Debra Crouch (05:38):Well, I'm going to fess up and be the one who says I am not good with podcasts because the podcasts that are professional, I want to be sitting and taking notes on. People will say, oh, listen to it while you walk. Doesn't work for me. I want to take notes. And I can't do that while I'm walking. So I haven't figured out really how to put podcasts. My life very well. I can listen to the Fluffy. I absolutely loved my brain. Just went absolutely did. On her name, Julia Louis Drive's podcast series. I don't know if you saw that, where she's talking to women older than her and she's like, what can I learn from you? So I listened to that podcast, but I was thinking about what am I listening to? And I was just listening in the car to this brilliant artist called Rianna Giddens. Do you know Rianna in her work?(06:32):How do you spell her name? Rianna? I don't know if I'm pronouncing it correctly. Nan like the Fleetwood Max song, Giddens, G I D D E N S. And saw Americana music. And I learned about her through a book that I was reading on creativity and they profiled her in this book. She's won a number of awards, but she decided that she didn't want to be on that I'm into the popular music and going on the tours and doing that sort of continuing to grow and be popular in that way. She decided to focus inward in her writing and in her songs and in her musical choices. She's one of the most glorious voices, I think. And that's the word I would use. It's a glorious voice. So that's who I've been listening to. But when you say that, I'm like, okay, I listen to music, not a podcast listener, really. So anyway, so that's what I've been listening to right now.Matt Renwick (07:38):Nice. I like Fluffy.Don Marlett (07:42):And Debra, I feel your pain. I never last very long. When I'm listening to audible books, my mind starts racing, so that's why it takes me. I go back and forth between that and Fluffy, so I'm like you, I can't just sit there and listen for the whole thing, which doesnt work when you're driving. So I can't listen to her for very long.Mary Howard (08:04):And sometimes when I'm walking and I'm starting to listen to a podcast, it's bad because I pull out a pen and I end up taking notes all the way down my arm and now sit at the, I try to just put a marker and then like you said, I need to write it down so I listen to the podcast at home and type out the important things. I like it, but yeah, it was bad on my skin.Matt Renwick (08:30):I heard that's the best way to do it, is to listen and then go home and then write down what you remember paraphrase. And that actually is the best way to synthesize, which I don't do. Of course I do it. I'll bring up Google keep notes and I will record myself and it will transcribe what I say. But yeah, I think that's the best way is just to listen and then write it later. Alright, so the article, thanks for sharing, I'll put those in the notes. The article again is why teachers shouldn't have to submit lesson plans. And this piqued my interest was posted on Twitter, and another pretty well-known educator, former principal had said, I just disagree with this whole thing. And I like that when there's disagreement, I think that's good. The principals, we can require to have lesson plans submitted to us, and I think that's important, and I think he would probably have some very good reasons.(09:32):But the reasons that Paul Emerich France listed were to not submit them is he started his first two weeks teaching and he's like, I wrote them all at length and after two weeks I was exhausted and I was constantly changing them because I was paying attention to my kids. I wasn't able to be responsive because my lesson plans were all planned out literally. So he just noted that first administrators don't have time, so they're not going to read hundreds of lessons every week, creates more paperwork. The second reason is traditional lesson planning is unsustainable. He likes five questions, which I thought were good, which is what should students know and be able to do by the end of the lesson? How will I know if they've learned? So it sounds like PLCs, how will I provoke curiosity and discussion? How will I orchestrate instruction? How will learners reflect on that lesson? So that's his framework he uses for lessons, a much abbreviated version. And the third reason is teachers feel micromanaged. So just thinking about those three reasons that France lists, what are just your initial thoughts on that?Mary Howard (10:44):Well, I'll just start by something that he said early on, and I thought it really kind of was a crux of the whole article. He said, plans change, they have to, teaching is unpredictable and uncertain, especially when 20 or more human beings are along or this ride we call learning, steering the ship with their questions, emotions and thoughts. Teaching cannot follow a script. And that's one of the problems that we're seeing right now with scripts and very controlled plans because it's in the moment teaching in my mind, there's nothing more important than that in the moment teaching. So having a plan is really important. I thought it would be very difficult to write plans with all five of those questions, but I was certainly really intrigued by them. But I think that really is the crux of the article for me, that if we don't leave room for that in the moment decision-making, that there's no way we could plan for it, then how are we really being responsive to children as opposed to being responsive to whatever it is that we're turning in.Debra Crouch (12:05):It was interesting because when I read this for the first time, I had a lot of different ways of thinking about this because I do a lot of this with teachers in my work where I'm planning with teachers and this work. And so one of the things that I wrote as a note was what does a lesson plan look like for this author? One of the questions that I had, because I've been in situations with teachers where I've gone in thinking, okay, we're going to do some planning, and I'm thinking bigger planning, like unit kind of planning or a series of lessons kind of planning, but the teachers think we're planning a lesson and that we're walking away with it. So we had to do a lot of clarifying of what we mean when we talk about planning. There's that the unit plan, the weekly plan, the daily plan.(12:59):And then one of the other layers that started popping in was the prep. What does it mean to prep a lesson, right? You have your lesson plan, but you still have preparation. You have to do kind of in that moment kind of thing. So I think that was a question that I had within this was like, okay, what exactly are you talking about when you talk about lesson plans and turning them in? Because I know when I was a teacher, we did turn in weekly lesson plans, and one of the things that I thought so much about was that as a new teacher, I didn't like doing it. So I could totally relate to his thing about teachers feeling controlled and micromanaged. But in hindsight now I can see that it forced me and pushed me to be prepared in a way that I probably would not have been had I not had to make sure at eight o'clock on Monday morning.(13:51):Those were in my box and I knew it was just more of they just wanted to make sure we were planned and they could come in at any moment. I may understood how they were working with it, but once I learned how to, in a way they didn't care how we turned it in, it didn't matter what it looked like, it was just that you had it in there. Everybody looked at different, everybody's looked different. But I felt like once I learned how to put it onto paper, then I felt like I actually knew what I was doing. It was more like a to-do list for myself, just with the notes and excel. Anyways, it was just an interesting, I'm talking too much, but it was an interesting way of looking because my first question was like, okay, what's he talking about when he talks about a lesson plan? What exactly would that look like?Matt Renwick (14:36):And Debra, you make a point here that France recommends in the end of the article that for new teachers, but I think any teachers would benefit from having their coach learn the art of planning and prepping and what's the difference in what you're talking about? I would just be really good practice for any teacher PLCs, but working with coaches like you, Deborah or Mary or Don, I think that would be just powerful professional learning for anyone. Don, what are your initial thoughts here?Don Marlett (15:06):Yeah, it's funny because that I follow a couple of Facebook principal groups and this always seems to be divided down the line. When a new administrator asked that question, I think I went back to what Mary and Debra were saying is depends on how you define the word plan. If you define it as a script, a hundred percent agree, scripts are not in my mind a plan. So one of the things that we do sometimes is just what do you define a plan? How do you define that? We do that in one of our trainings and the whole point of it is when we get to the end of that with teachers is that nobody ever says it's rigid or it's a script. It's always flexible, but having an outline, like writing an outline for an article or a book or anything like that without having an outline, it makes it harder to be more flexible in our view.(16:00):So that was one of my thoughts with that. And also the other half of that was the admin piece of it. And again, it depends on if you define admins, reviewing every single component of every single lesson plan versus pieces. This week I'm just going to look for how I'm going to launch my curiosity and discussion, and then next week or two weeks down the road, what does that look like? And the way that he defined it of every single teacher or every single week is not sustainable. Absolutely. It's not sustainable for admins to be able to do that. And if that's how you define it, then I could see why you would vote against it.Matt Renwick (16:42):And just coming out of 16 years as a building principal, I can vouch for there's zero time to viewing everyone's lessons. The only time where I would really find I would find the most valuable when I'm doing unannounced mini observations that were required to do, I would go when I would read the lesson and then observe just to see are their intentions, their actions aligned with their goals and what are the standards? And I always found that helpful to have the context, but oftentimes as many times it's not. I could figure that out just by observing the lesson. I didn't need to look at the lesson plan, especially if it was a very good lesson, it was very explicit. I would never even need to look. So good instruction.(17:30):The lesson plan is very visible, right? In the classroom, I guess I think of lessons kind of as a map. It's a set of directions. You don't necessarily have to go the route you necessarily plan for. You might go on a diversion. So I think France's ideas here of provoking curiosity, orchestrating instruction, like the term verb, orchestrate versus mandate or direct, I think you're orchestrating kids is learning, but you're trying to empower them at the same time. So the compass is the kids, right? And the learning that you're trying to accomplish and the lessons are more of the map. So Deborah kind of hinted at this, but the second question I was wondering, and feel free to pose your own questions, but just playing devil's advocate, what were some other reasons why you would require these and lessons?Debra Crouch (18:26):So I work in a school where the teacher teams plan certain parts of their days for each other, their dual language school. So someone's the planning, the s l A part, someone's planning the e l a part, someone's planning the science, the social studies, and they do a lot of sharing of that. And so one of the conversations that we're talking about is what would a teacher, how detailed do your plans need to be when you share them out with your team members, team members so that they're able to understand the focus of the work and what you're hoping to accomplish. So one of the things I'm planning to do is to share these five questions with them because I think that would be really a strong part of the conversation when you think about someone else taking your plan, which is always a little awkward for me, just that whole concept of trying to take someone's plan. So when he was talking about can you pull off a lesson plan? I was like, that whole in the moment, pull a lesson plan when you're in a pinch, you need a last minute lesson. And I was like, okay, what's that about?(19:42):But if you are sharing those things, that might be a reason why you're putting more information together on a plan. So that's not necessarily for an administrator, although administrators would maybe look at that, but if you're sharing with your colleagues on your grade teams and things, I was thinking about that in terms of when you might need to do more lesson planning inMatt Renwick (20:05):That way. We facilitate collaboration and communication, I think too, a grade level teachers, but also classroom and special education teachers, classroom and interventionists technically powerful. Yeah, that's a good point.Mary Howard (20:21):Yeah. And, you said at one point when you were talking earlier that teachers were encouraged to come up with lesson plans that work for them. And I think that's what gave me a little bit of pause when I looked at the five questions, which are perfect, but it's so easy to turn something into rigid by saying it has to look like this. The one that I've always used is just three columns, and the first one was what I know, meaning what do I know about these children? What do I know about this child? What do I know about this small group? So just what do I know? And that's the piece I think we often don't do. The second is what I think what I see is the lesson, but the third one for me was the most important at all. What did I change in the moment?(21:11):And I use different colors and I say to teachers, we have to understand that a really good lesson plan is going to change based on you can't anticipate what children say or do. And I think sometimes we dishonor that. So I always would have teachers put in a different color, these are the things that changed and that became the professional conversation. Why did I take more time here? Or why did I have children generate their own? What are you thinking about or what are you wondering? And it's really important to me not just to have, here's the plan, even though those are five great things. Here's the plan and here's five things. I want them to create their own structure. But I also want to, even if you don't have a column, say now go back at your lesson plan after the fact and just jot down in color, these are some things that I changed or I added a question, or children generated this question and we spent a little time there.Matt Renwick (22:21):Mary, is that resource you mentioned, is that available anywhere? Is it in one of your books or,Mary Howard (22:28):I feel like I talked about it in good to great teaching because good to Great teaching was a lot of different forms that teachers would teach and look at. And that probably would be the book where we talked about it the most. And one of the things I actually did in that book is that I would come in and observe a lesson of their whatever they wanted. We'd have a conversation about it. We talked about what might they have done differently, and then either with that group or another group, they redid that lesson with the changes based on our conversation. So it probably would come from good to great teaching.Matt Renwick (23:08):I think that'd be, if you find time, I think that'd be a powerful article somewhere with a template LinkedIn, like Paul has in his article, he has that link in the article. But I think that would be really helpful resource.Debra Crouch (23:22):I always try and think about that. The purpose of the plan is to help you envision, to me, I always say to teachers, the reason that I even craft this detailed plan is that I'm envisioning what happens or possibly could happen. Because when you think about sitting in front of kids and being responsive to kids and knowing your learners and how you put that into practice is I've got to think about, okay, we might go here, we might go here. I know this kid, I know we're probably going to go here and you're envisioning. And for me, it's thinking about, okay, what might I say in the moment? Because I think sometimes we think responsive means off the cuff, and to me, being responsive means I've anticipated some of the kinds of things that could happen based on the kids and based on the text and what I know.(24:14):So his question about facilitation I think is really an important piece, but it's like if you get to the place where you think that planning just means I'm envisioning it happening, and then I can reflect back on it afterwards and say, okay, well this part, ooh, didn't see that one coming. You always have those moments where you think this was going to happen or this is going to be the word that the kids are going to get stuck on. And then there's like, they didn't have that problem, but it was this problem and you didn't see that. I said, children always teach you about teaching. They'll always teach you about what the issues are in the book if you just are a good listener, what they talk about.Matt Renwick (24:51):I like that. Don, any thoughts here?Don Marlett (24:53):Yeah, I think in our experience, we work with a lot of schools that want to increase the use of specific high yield strategies, maybe collaborative pairs, something like that. And so a lot of times the teachers will be given the professional development. And what we all know now is that professional development doesn't really change necessarily behavior of teachers in a large quantity. So you have to of course monitor that in a couple of different ways. And so in our experience, the more that they've planned them and put them into their lesson plans, the more likely they are to incorporate them into their classrooms. So that would be something if I want a higher percentage of collaborative pairs and specific type of collaborative pairs within my school, and that's what my goal is for increasing student engagement, that would be something that I would monitor inside of a lesson plan that at least they're planning them out to see if when they're going to use them. And our experience is that similar to what you just said, Deborah, which is the higher level of collaboration, requires quite a bit of planning, a simple collaboration of just simply talk to somebody in your group doesn't really require any planning. And so that's why we see, at least in my experience, a large percentage of that version of collaboration, which is not necessarily the biggest impact. It just happens better than of course, no collaboration. But there's different levels that just seem to have require more planning with inside of that.Matt Renwick (26:28):Don. That's where my brain was going too, is to use that information in the lesson plans as an administrator or an instructional coach to see how our teacher's doing with, like you said, high yield strategies, or are they just go to page 1 29 and answer these questions, which isn't a lesson plan, it's just a to-do list, or are they more so to where Francis' questions are around is what do they want them to know, be able to learn? I appreciate Mary and Deborah's point of looking at the kids first and then thinking about the content. So think these all make sense. The third question I had is could we be asking a better question, not why teachers should or shouldn't have to submit lesson plans? What is this really about? And I'll just note that I circled the third reason why we shouldn't require lesson plans submitted is micromanaged and to the point of where teachers are feeling disempowered.(27:30):And what that leads to is a lack of agency in teachers feeling like they're not trusted, feeling like they can't be trusted to deliver the curriculum. And there might be situations where there's a teacher to where they aren't doing what they should be doing, they're not even writing lessons for not requiring, they're just flipping to the next page. And there's no reflection. There's no using a formative assessments to guide the day-to-day instruction. So I understand why it's much easier just to say everyone, you're doing lesson plans and then you can use that, like Don was saying, and you all were saying is really just looking at teachers thinking their decision making and from a day-to-day perspective. But yeah, what is this really about? Is power or what are your thoughts on that?Debra Crouch (28:23):Well, I always think if your teachers are asking or saying things like, am I doing this right? That's when you see you've created that. They're thinking about how do I please or how do I perform in a certain way in that micromanaged kind of way. So I always think those are signals for us as leaders, if we're relying too heavily on maybe templates or here's a lesson plan format we want you to follow things like that. But I hear what you're saying. It's at some point we do need to know as leaders, okay, where are you going with that? What were your intentions? So it's like how do you balance that out? So I don't know. I was thinking, I was jotting down, I think you actually said this a minute ago, how do we support our teachers to be planned and prepared? So it's kind of that question, how can we do that? And does it have to be the same for everybody?Matt Renwick (29:23):Yeah, you don't want it to be compliance. And I've fallen into that trap myself as a leader. I've required things just because it's easier for me, but not necessarily responsive for them. So guilty as charged for sure.Mary Howard (29:37):And I wonder if we make teachers a part of that discussion more at the end. He said, when kids have teachers who feel heard and valued, those teachers will be more likely to exercise their agency to reach as many kids as possible in creative and innovative ways, whether that's a coach like you all of you are doing, or whether that's coming together and talking about what that might look like, not what that will look like, but what that might look like and bringing yourself to the table. And I think that when teachers feel agency, they pass that agency along to their children and they recognize that none of us want to feel micromanaged. And hopefully that's going to be a trickle down effect to children.Don Marlett (30:29):And for me, I think the micromanaged gets into feedback, get our given to principal, I mean by principals on lesson plans with that. If I might give feedback on a specific activity that they've chosen and say, oh, I think here this is a better activity, I think that's where they get lost in the micromanaging pieces versus giving feedback on high strategy or even the standard levels because everyone in that same state has the same expectations. And if I'm not using those to develop my plan, then that might be an area where you have to address inside of feedback. And to me, that's good micromanaging because a fantastic level, that's a fantastic lesson that's not on grade level is great lesson, but it also is not going to get the kids where they need to be. So that's part of it. Again, the micromanage, I think goes into the communication and how lesson planning, turning in lesson plans is communicated to the purpose of what they're doing. If it's never communicated, then I'm just going to fill in my own story and just call it micromanage. Yeah,Mary Howard (31:39):That's fair. Good point. Yeah,Matt Renwick (31:43):It could be as simple as just a thoughtful question in your lesson, this was your objective. How do you feel like the students met that objective and why do you think that happened? And just be very open-ended and not judgmental or trying to control the situation, but really trying to be more reflective, which can then be an entry point to what you're saying, Don, we're all saying here is having a conversation around is this at a high expectation level or not? And well, this has been a great conversation and I appreciate everyone being here. Any key takeaways? Again, I think in professional conversations it's good too. If I had a, we were in person, I'd have some kind of anchor chart in the back, everyone's key takeaways, but I think we got it recorded here. So anything you wanted to pull, what value was added to your practice after today's conversation?Mary Howard (32:44):Well, I think you said it in the beginning, the importance of conversations. And we never seem to have time to do that in schools. I mean, to be able to sit with the three of you to, hard to say the four of you, but I'm one of them to be able to sit with the three of you and just no agenda, but just have a conversation about what we're thinking, a really good, respectful, important conversation. That's what we don't leave room for in school. And that's why coaches and all of the things that you're doing are so incrediblyMatt Renwick (33:19):Important. Thanks, Mary.Debra Crouch (33:21):I think for me, just thinking about how important those conversations are to help us clarify that what we mean by a lot of these terms that we use in education, like what we said, a lesson plan, because I think everybody sitting at the table will have a different vision of what that is. And as I was going into Coach with a Grade team, and it took me a couple times to really come back to that at the beginning of the year with them last year, and that I needed to make sure that we were all talking about the same thing of what we were going to walk away with. Because just as these questions can be used for lesson planning, they can also be used when you think about your professional development, what do I hope if I'm leading in professional development, what do I hope the teachers will leave knowing and being able to do? And how will I know if they're feeling confident and comfortable with that? And those same questions apply when we put that up to the adults that we support as well. So I think that's just a great way of thinking about that. This is not just about the kids, but it's also about our adults as well in the building.Don Marlett (34:39):I think my big takeaway is around the definition piece, even in when we're working with teachers of what those expectations are, but primarily because I do most of my individual work with principals and school leaders of making sure that they have clearly communicated what they define as a lesson plan and some of these questions that he's bringing up, and making sure that the leaders have an answer for those one way or the other of why they're not doing it or why they are doing it.Matt Renwick (35:16):I'll just say my takeaway is hopefully this is a model, especially for new leaders, whether principals, instructional coaches that are in charge of pd. You don't have to plan a lot. Mary said there wasn't much of an agenda, which is I think, a good thing. You can just come in with a provocative article or around a topic that's relevant to your school and provide a couple questions and just give teachers a safe space to talk and that's what they crave. And then just pulling a few outcomes out of it like we are now and thinking about maybe a few actions if we were a faculty in school, like, okay, we're going to have some intentions around some PD related to lesson planning, and we're not going to dictate one thing. We're going to include you. But that's all there is to this. I don't have to be a lesson plan expert as a new school leader to facilitate professional learning. That's powerful. So hopefully this is a model that can work you for anyone. Well, thanks again everyone for being here, and I enjoyed it. As always,Mary Howard (36:19):Thanks for hosting us, Matt. Yeah, thanksMatt Renwick (36:21):For hosting Matt. Yeah, my pleasure. Have a great night.Mary Howard (36:25):Okay, you too. Thank you. Good to meet you, Don. Nice to meet you too. Bye-bye. Bye. Get full access to Read by Example at readbyexample.substack.com/subscribe

Mary Charles Howard Mary Charles Howard/Georgia Hi-Lo Trail After four years of being frustrated with a lack of safe cycling and economic opportunities in her home town, Mary Charles Howard decided to take matters into her own hands. In 2019, she launched the Georgia Hi-Lo Trail initiative. After seeing the success of Athens' own Firefly […]

Mary Charles Howard Mary Charles Howard/Georgia Hi-Lo Trail After four years of being frustrated with a lack of safe cycling and economic opportunities in her home town, Mary Charles Howard decided to take matters into her own hands. In 2019, she launched the Georgia Hi-Lo Trail initiative. After seeing the success of Athens' own Firefly […] The post Mary Charles Howard with Georgia Hi-Lo Trail appeared first on Business RadioX ®.

This episode is part of the Summer of AI Series, brought to you by SchoolAI, Scrible, and FocalPointK12.Mary Howard is a Nationally Board Certified Teacher and teaches 6th grade ELA and Science in Grand Island, New York.  She has found success using digital tools that not only make learning fun for her students, but encourage critical thinking, collaboration, and create a life-long passion for learning.  Whether the digital experience is related to Science, Technology, Engineering, Mathematics or promotes literacy, Mary believes passionately in the potential that technology has for reaching and engaging ALL learners. In pursuit of this passion, Mary has spent the past 15 years presenting at dozens of technology conferences including NYSCATE, STANYS and, ISTE among others.  She has become a globally recognized speaker on the topics of augmented reality and virtual reality and the Next Generation Science Standards and shares her strategies through her blog, yoursmarticles.com.  She has published numerous educational technology articles and has provided webinars on Virtual Environments, Virtual Reality, 3D Design, QR codes and digital engagement strategies.  Mary's accolades include recognition as the 2018 International Society for Technology in Education's Virtual Pioneer of the Year and 3 Silver Presidential Volunteer Service awards.  She was a New York State Teacher of the year finalist for 2018 and 2020 and is a New York State Master Teacher.  When Mary isn't elbows deep in her technology initiatives, she is a mother of 3 boys and devotes her free time to refereeing youth hockey and volunteering within the hockey community.  She is an avid runner, Adirondack 46er and recently cycled across New York State on the Erie Canal. Mary is a newly published author with her new release, Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for Educators.Key Takeaways: AI is a tool that will help give teachers more time, reduce burnout, and improve teaching. Technology is about amplifying teachers' ability to reach all students. Reluctance to integrate technology doesn't come from a place of fear rather a place of this is, "one more thing". The more we streamline teachers' everyday tasks, the more we can get them in front of students and spending more quality time facilitating student learning. ChatGPT still needs to be checked once the product is finished. We need to make sure we follow age and privacy concerns because ChatGPT is collecting data on the users. Education still has to focus on thinking rather than retrieval of information. This will help the integration of ChatGPT as a useful tool rather than a tool used to get good grades. The perfect classroom still has a teacher who is helping guide rich discussions through the Socratic method and collaboration with AI helping streamline that in the background. Leaders need to celebrate every little success individuals have to continually build positivity. Stay Connected:Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for EducatorsYour SmarticlesTwitter Support our SponsorsSchoolAI: The Classroom Operating System: Help your teachers save 10 hours a week. Sign up for a free account and see new AI-generated experiences that will change the way you teach.Scrible: Worried about AI Plagiarism? Take the high road and improve your students' skills before they feel the need to cheat with this modern research and writing platform for schoolFocalPointK12: Manage student portfolios that they can take with them with blockchain technology and AI assisted grading. Listen to our interview with the founder and chief learning officer here.

What do you do when award-winning teachers tell you there is a way to save time? Mary Howard, author of Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for Educators shares some quick tips to streamline teacher productivity with ChatGPT. Mary won ISTE's 2018 "Virtual Pioneer of the Year" and was a New York State Teacher of the Year finalist in 2018 and 2020. She is an actual classroom teacher and doesn't "do" hype, but I think she wants to help.  In this show, she shares some ideas for streamlining and discusses the future of AI in VR and AR and how she thinks it can help us use these advanced tools even more. I hope this show helps you think about what you can do today and what is possible tomorrow. Full Show notes, transcript, guest bio, and links to resources at http://www.coolcatteacher.com/e810 Sponsor: This show is sponsored by Microsoft. Check out their new AI Course. All opinions are my own. 

On Monday's Morning Focus, Pat Flynn was joined by, Meg Griffin and Mary Howard, former students of Colaiste Muire, Ennis. Colaiste Muire class of '83 are set to host a class reunion. Mary discussed how they are trying to track down those from their class and Meg highlighted how it's easier now with the use of social media. The event will commence on the 16th of September in one of the local hostelries in Ennis. For more information you can contact Mary on Facebook at www.facebook.com/mary.howard.92798.

Calls have been made for the immediate installation of pedestrian crossings at the Maid Of Erin Roundabout in Ennis. A survey carried out by Ennis Community College found that over 500,000 cars and heavy goods vehicles traversed the junction between January and April alone. In addition to providing access points to the Lahinch Road, Gort Road & the town centre, a large cohort of primary and second level students navigate the route on a daily basis. Fine Gael Councillor, Mary Howard believes traffic calming infrastructure is urgently required to prevent a serious incident.

How long have “the reading wars” been a part of the national education discourse? What are the recurring themes? What can 4K-12 practitioners do to engage in a dialogue that leads to a better understanding of effective literacy instruction?In this episode, Paul Thomas shares his findings about the science of reading movement and how educators can navigate this conversation.Paul, a professor at Furman University, is the author of the policy brief The Science of Reading Movement: The never-ending debate and the need for a different approach to reading instruction (NEPC, 2022). He also wrote How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (IAP, 2020). Paul is a frequent writer at his blog, Radical Scholarship and on Twitter at @plthomasEdD. Special thanks to Mary Howard, Joy La Vay Taylor, Debra Crouch, and Mary Beth Nicklaus for engaging in and elevating this conversation. Full subscribers can join these conversations in real time. They also have access to the video archive and professional discussion guide here. Sign up today to fully engage in this community.Know someone who would benefit from Read by Example? Refer them to this space - see button below. Complimentary subscriptions can be earned with sign ups.Full TranscriptMatt Renwick (00:03):Welcome to Read by Example, where teachers are leaders and leaders know literacy. We are joined today by Dr. Paul Thomas. Paul is a professor of education at Furman University in Greenville, South Carolina, and taught high school English in rural South Carolina before moving to teacher education. He is a former column editor for English Journal, National Council Teachers of English, current series editor for Critical Literacy Teaching Series: Challenging Authors and Genres and author of Teaching Writing as a Journey, Not a Destination: Essays Exploring What Teaching Writing Means, and the book, which I believe is in its second edition now, How to End the Reading Wars and Serve the Needs of All Students: A Primer for Parents, Policymakers, and People Who Care. NCTE named Paul the 2013 George Orwell Award winner. He co-edited the award-winning volume, Critical Media Literacy and Fake News in Post-Truth America. You can follow Paul's work at on Twitter at @plthomasedd and at Radical Scholarship at radicalscholarship.wordpress.com. Welcome, Paul.(01:26):Thank you very much. Nice to be here.(01:29):And we have a few who could join, if they could share too. Who you are, briefly just what you do. We'll start with Mary.Mary Howard (01:39):I am a literacy consultant and now doing Zoom, because I'm in Honolulu and I'd rather not get on a plane. This is year 51.Matt Renwick (01:57):Joy.Joy La Vay Taylor (01:59):Hi, I'm Joy La Vay Taylor, and I work for James Madison University with student teachers. Before that, I was literacy coach, reading recovery teacher and reading specialist.Matt Renwick (02:15):Deborah.Debra Crouch (02:17):Hi, I'm Deborah Crouch. I'm a literacy consultant as well and a co-author of Made For Learning with Brian Cambourne.Mary Beth Nicklaus (02:30):Hi, I'm Mary Beth Nicklaus, and I am with Eastern Harbor County Schools in Minnesota. And I'm a secondary level reading specialist. This is my 34th year.Matt Renwick (02:48):Welcome everyone. And I have a few questions for Paul, but we'll definitely save time for any questions that you might have. The first one for Paul is, you are consistently on point in your policy brief, which we will link in the newsletter, the Science of Reading Movement, which is a condensed version of your book on the topic. It's a nice summary, as well as what you post online on Twitter and on your blog. What motivates you to keep coming back to this topic of the science of reading movement?Paul Thomas (03:27):Oh, that's a really good question because most of my career, I'm really a composition writing person. And when I discovered Emily Hanford's Hard Words, early 2018, it really struck a chord, but I had no idea that it would get the momentum that it did. So I've always been a holistic literacy person, and I've always been skeptical of over focusing on things like grammar and phonics. And although I taught high school English at Furman, I have taught master's literacy program. So I've been working with early literacy teachers who are getting graduate degrees. And a former colleague of mine, Nita Schmidt, who moved from Furman to Iowa and now she's retired, she's brilliant, she was an early literacy people, and she, she brought me in at N C T E.(04:33):And so I had had this kind of transition to being, what I would say, a literacy generalist where I understand kind of K-16 literacy, or birth to grave literacy. My focus I feel like is public work. Like, how do I talk to the public? How do I help people understand education? And this movement just kind of intersected with that public work. And throughout 2018, 2019, I found myself blogging maybe too much, but I had quite a number of blogs on this, and I said, "I've got enough for a book. I did see how it was developing in a direction that regretfully has come true. That early kind of messaging has now become policy. So in the last, I guess that's what, five years now, I have shifted very much into being a policy person, which I think was the rightful place for me to go.(05:44):I do think trying to work on public narratives, how we talk about critical discourse analysis is a big thing for me. It's a central part of my upper level reading and writing course. At Furman, that's a requirement at Furman, they have to have an upper level writing and research course. So I think it was just kind of a perfect storm for me because I do feel like it's really important for scholarly work to have a real world place. And this felt way more engaging. It felt way more productive than my composition work. Although my book before this was on writing. I'm still, I teach first year writing. I care very much about writing. But reading is very central to sort of how we think about education in the United States. So it seemed like kind of a natural development for me.Matt Renwick (06:47):Yeah, your policy brief is very practical, very useful. It was easy to read, but you covered the, the essential topics of it and really gave, for me anyway, it gave me some nice talking points. Right now in Wisconsin, we're dealing with it, right this very week, up for discussion, so to speak. How might educators and parents best use this resource to effectively advocate for more reasonable policies? What can we do with this to, to make some kind of a difference, or at least try to influence policymakers?Paul Thomas (07:29):So first I would like to say I really am very proud of the policy brief. And I think a huge part of that was the N E P C staff itself. They did not make this easy . I had to a 6,000 word policy brief. I probably wrote 15 to 20,000 words and three or four drafts, and I was kind of taken to task three or four or five times before it even went to peer review. And I think they should be commended for that. The editorial group at N E P C weren't literacy people, so they were constantly going, "What do you mean by this? Uh, is this real?" And the the fun part was being challenged on using the simple view of reading.(08:22):One person said to me, "Paul, nobody uses that. That's silly. That's a silly term." And I had to say, "No, it's a technical term. It's a real term." So I do appreciate that opportunity, and I will say any PC believes in practical. So it had to build to what do people do. I do feel really good about the policy implications at the end. I've been working indirectly with Diane Stephens, who is Professor Emeritus from the University of South Carolina. She taught several other places. Diane has really perfected taking actual legislation and copy editing it, . It's amazing, "Here is where you're off base, but here is how to reform that." So I think what we have to do is, it kind of parallels the book banning and the anti C R T movement.(09:23):It seems almost silly to have to argue for access to books. It seems silly to have to say you shouldn't ban books. So I think it seems kind of pointless for a lot of reasonable people to argue for teacher autonomy and serving the needs of all students. And very simply put, that's kind of what the policy brief boiled down to. We really targeted, "there's no such thing as one size fits all instructional practices." So there should not be any one size fits all mandates in policy and legislation. We really kind of honed in on, "it's not the place of legislators to ban or mandate anything that goes against what is a reasonable approach to day-to-day classroom practices." So I think what can people do is I think is, kind of target these simple messages.(10:37):I've been trying to work better about clarifying that I'm advocating for teacher autonomy. I'm advocating for meeting the needs of every individual child. I am not an advocate for reading recovery. I'm not an advocate for balanced literacy. I'm not an advocate for National Council Teachers of English. I'm not an advocate for International Literacy Association. I'm not being trivial here. I don't advocate for labels and organizations, even though I love N C T E, for example. It's been my home for a long time, and I respect N C T E, but I think what we have to advocate for are key principles. And I've called this challenge out many times, you know, on social media. If someone says they don't agree with me or that I'm wrong, I say, so you're saying that there should not be teacher autonomy, so you're saying we shouldn't serve the individual needs of every student, and I really think we have to call people on the carpet about that.(11:47):I also think it's really important, and it might be too much for most people, I just don't believe in misinformation. I get called out that I'm advocating for X when I simply say Y isn't true . This is a really good example to me, is the attack on Lucy Calkins, I think is just unfair. It's not accurate. Lucy Calkins Units of Study and Fountas and Pinnell work are in one in four schools in the country. It's 25% of the reading programs, I just tweeted out today. You know, their programs are not the dominant programs in New Mexico. And New Mexico has the lowest NAEP fourth grade reading scores and the highest percentage of children below basic. So creating a bad guy is a trick of storytelling.(13:00):And regretfully the science of reading movement, I mean, Sold a Story. I mean, it's about storytelling, and they're manufacturing the crisis. They're manufacturing the bad guy. I really just don't like misinformation. And again, I don't like the way balance literacy is defined. It doesn't mean that I endorse balanced literacy, even though I don't have any actual problem with the concept of balanced literacy. I'm really a critical literacy person. Do I like whole language people and their philosophies? Yes, there are a lot of my friends. Do I find balanced literacy ideas compelling? Yes, of course I do. I am a holistic person. So I think we have to, I have to keep sort of simple messaging on the key concepts that we support.(13:55):But we also have to say, actually what you're saying isn't true. Your definition isn't true. Your cause of the problem isn't true. Your solution isn't true. Over and over the national reading panel is just misrepresented. I use Diane Stephen's work. The National Reading Panel found that systematic phonics was no more effective than balanced literacy or whole language. Almost every single credible study says the exact same thing. The major study out of England said systematic phonics no more effective than balanced literacy. We need balance in England, over and over. That's the truth. And then you've got the science of rooting people saying, it's the Emily Hanford mantra, that it's simple and it's settled, and neither one of those are true.Matt Renwick (14:48):That leads into my next question, Paul, is this towards, especially phonics instructions, kind of this reason why kids are failing to read because they don't have enough of it, or we need more of it to ensure that they can read. And then picking on some of these targets, whether it's a person or it's a program or approach, are these strawmen for maybe avoiding bigger issues that we do need to address, such as poverty or teaching and learning conditions? Or is there some reasonableness to what some people might be advocating for in the sor movement? Where do you see that falling?Paul Thomas (15:33):Really nice job there. I appreciate that. Because that's two other kind of key points that we need to hit on. So, the part of my book and the policy brief that I'm most proud of is the historical perspective. In the 1940s, draftees performed very poorly on literacy tests, and Eleanor Roosevelt and the government shouted reading crisis. And John Dewey in progressivism was blamed. The woman I did my dissertation on, Lula Brandt ,did an analysis and found out that most draftees went to traditional schools and had traditional instruction, like phonics instruction, had skills instruction. And there's Elementary English, which became Language Arts, had a special issue on it, very similar to Reading Research Quarterly, having two special issues on it in the 2020s.(16:33):There was one article, , and they literally say this false attack on progressivism is to avoid the truth. The problem with literacy in the United States is poverty. You know, that was the 1940s. Then it recurs, the Johnny Can't Read in the fifties and sixties, same thing. It's phonics, it's lack of phonics. And people are like, "no, the people who are doing poorly are impoverished." And then it recycles into the sixties, into the 1990s, and then around No Child Left Behind is this same thing. So I think two other messages that we really have to make sure we make clear is, and I refer to Martin Luther King toward the end of his life in 1967, he said, "We would find that instead of reforming education to erase poverty, that if we erase poverty, education would improve."(17:30):And there is nothing truer. If children had universal healthcare, if they had no food deserts, if they had steady homes, if their parents had steady well-paying jobs, if there were books in their homes, the NAEP scores would go up. And that's doing nothing in the schools. Now, I'm not saying don't do anything in schools. I actually think this is the other thing that drives me crazy. I've been accused of being a protector of the status quo. And people who know me would laugh, they should talk to some of the people I've worked for. I think I entered education in 1984. I start year 40 in the fall. And when I started education, I was a reformer.(18:23):That's why I want, I wanted to do school better than it had been done to me. And then when I was in my doctoral program in the 1990s, I found out there were the reconstructionist. There was a whole movement in the early 20th century to reform schools. And so I want things to be different. I want school to be different. And you said it just a second ago. So we've got to address the lives, the homes, and the communities of children. I mean, we have to do that. And this constantly pointing at teachers and saying they don't know what they're doing and that schools are failing is a distraction. But simultaneous to that teaching and learning conditions, I just cannot say that often enough. There's been research for decades that marginalized students are more likely to have beginning and uncertified teachers.(19:25):That's a simple thing to address. We should guarantee that no child who is performing below what we believe they should be, instead of using third grade test scores to retain students, why don't we use third grade test scores to ensure children to have experienced certified teachers and low student-teacher ratios in fourth grade? That's a much better policy. And I would 100% endorse the use of standardized testing for that. But we are not going to do those things. I mean that's what's kind of criminal about this. Special needs children...we're overly concerned about dyslexic students. I am not saying that we should not be, absolutely, we should be concerned with dyslexic students. But special needs students are really highly likely to have beginning and new teachers, special needs students are really highly likely to have uncertified teachers.(20:31):Those are things that could be addressed. Now I think that would solve a lot of problems, systemic forces outside of the school. And then, I agree, this is a national education policy center thing. Instead of accountability reform, we need equity reform. So inside schools, I would say no grade retention. We should not be stratifying students. We should not be gatekeeping students into courses. But the biggest thing to me in school is a teacher assignment. The dirty little secret about education, nobody wants to talk about...if you teach long enough when someone retires, you get the good kids. And I think that's one of those little dirty secrets that we don't talk about. Beginning teachers too often... administration sits down, the remaining teachers get to pick their courses for next year, and the leftovers go to the new person. That is a terrible policy. It's a terrible way to treat children. And these are things we could address. We never talk about them, and we don't do them. So I think as you were implying, I think a lot of this is about ways to avoid doing the hard stuff.Matt Renwick (21:53):Yeah, for sure. You hit on a lot of topics there with that. There were couple of questions and, and I won't bring it up here just because it could, who knows where it would to go. But the money aspect too. You noted on Twitter, that a lot of these arguments and blaming are actually creating a space, a void, in which then certain individuals, publishers, organizations can sell their programs, trainings to solve the problem that they created in the first place. But that's a whole nother topic almost, I think.Paul Thomas (22:38):I could interject there real quick. Sure. I think people don't understand. I just had a conversation with a producer of a major news series yesterday morning. Instead of chasing the right reading program, we should reevaluate that. We use reading programs. It's much simpler than that. At W S R A, I think it was 2019, it was right before covid, teachers taught me a lesson. The problem that they had with units of study was not units of study, it was how it was implemented. And we too often hold teachers accountable for implementing a program instead of serving the needs of students. And I think that's a really important distinction. And it would also, I think it would address the money issue. We do, I think we do spend too much money on educational materials, and then we feel obligated to holding teachers accountable because of that investment.Matt Renwick (23:41):Yeah. Too much money and resources is not enough. And the ultimate research, which is teachers and students as well is, how can we structure students to be resources for each other? I'd like to open it up to other people who have questions here, or Paul, if you have anything you'd like to share that to come to mind. I'll open the floor up.Mary Howard (24:06):Okay. I was just gonna come back to, and I appreciate this so much because it led me back to what you wrote. One of the best things about this is that it's so specific to suggestions for decision makers and policy makers. And so one of the, and I loved every one of them, but one of the things that I kept coming back to is at the very end, two that really keep, are really in my head. One is be wary of overstatements and oversimplifications within media and public advocacy. Acknowledging concerns raised but remaining skeptical of simplistic claims about causes and solutions. And one of the challenges is that there are so many, the policy makers, the people who are making these decisions, they want oversimplification. They want to know, all I have to do is write a check and there's nothing else I have to do.(25:11):And if, because they don't have a background in education, that sounds really, really compelling. And then the other one is just a couple down from that, which is so important. Recognize student-centered as an important, research supported guiding principle, but also acknowledge the reality that translating research-based principles into classroom practices is challenging. So not only do they want those over simplifications, but they want to be able to take the research and say, here's what the research says, which is complicated research. And so we're gonna do this. You know, it brings me back to RtI where the solution was the walk-to-intervention model. So they know the importance of supporting children, but they're going to find the easiest possible, not just the one that they can write a check for, but the one that's going to be the easiest possible to implement.(26:09):So, you know, those just loom really large in my mind, and I don't know how we undo. Let me just say one more thing. I remember so many times walking out of a session where someone, usually someone with a really big name, said something really absurdly ridiculous. Like, time for reading, independent reading doesn't matter. And does it in such a compelling way that people I really admire walk out of that session and say, "Oh my God, I never thought about that before." And that's been happening with the science of reading too. "Oh my God, I never knew that." And so it's really smart, lovely, wonderful people. But for some reason, , it's coming across not as what is being said. I don't know. It's a really weird thing to me.Paul Thomas (27:11):Yeah. One advantage of my career being pretty eclectic is I've taught some graduate level leadership courses, and I used to use Howard Gardner's book Leading Minds. He's known for multiple intelligences, but I don't think that's his best work actually. In Leading Minds, he directly says all the research shows that leadership functions on black and white statements. And there's very little you can do about that. So there's an ethical obligation if you're going to compel the public, you're going to have to be relatively simple. So to me, I think the line is between simple and simplistic. And the challenge we have, and again, the conversation I had yesterday morning, really, really drove this home to me, is we're in a bind because our message is not simple. And the sor people are, it's become a cult of personality because they're doing the simple and settled.(28:12):And it is very compelling. I, like you Mary, know some very lovely people who have bought it. I knew some, and I still know, I know some lovely people, bright, who bought Teach for America. I know some lovely and bright people who bought charter schools. And those have now passed, and we know they didn't work. Teach for America has really dramatically fallen off. And some of the best people I know in education went through Teach for America. So it's not the people. The simplistic message, that you just had to demand more of students, it's that soft bigotry of low expectations. And if you just demand more, and if you just work harder, these kids will succeed. And then those poor people who did that, and those children didn't succeed. They were devastated.(29:07):So we do have a problem. Our message is not simple. But that's the only message that works. And also I think, another point of yours Mary, is the idea of evidence. I think I said this the other day, but the most important evidence is the child in front of you. The first five or 10 years of my teaching, the best thing that happened to me was humility. I had missionary zeal. I came in thinking I knew what I was doing. I kind of had my butt kicked at the National Writing Project. I'll shout out to Brenda Davenport. She almost literally kicked my butt. She saw something in me. She did respect me, but she took me in a room and she let me have it. And it was an awakening for me.(30:00):I softened, I backed up off of my certainty, and I learned to work from the ground up. Research and theory... I love theory. I love philosophy. These things are important, but they're for you back here. I mean, they sit somewhere back here. But it's the actual child in front of you. So I've learned, Furman has really taught me a lesson too. I mean, for the last 21 years, my college first year writing students are a different type of human than what I taught in rural South Carolina in high school. So I try to work from the student and instead of imposing Paul's beliefs about writing, Paul's beliefs about learning. You know, one simple thing is we we're always told that, that you have to give students credit for class participation.(31:04):I know a lot of professors still put that on their syllabus, and there's a percentage for it. Well, Furman has taught me that students can participate by being completely quiet in the room. And I had to listen to that, which is kind of ironic. And , I don't say that anymore. I don't say, "You have to speak in class, you have to participate this specific way." So I think one of our messages, I think has to be that, evidence is not simplistic. And the most important piece of evidence is the child in front of you.Matt Renwick (31:41):Thanks, Paul. Thanks, Mary.Debra Crouch (31:45):Can I ask a question, Paul? How do you simplify in a way, I guess, how do you talk to student-centered in a way that keeps it understandable for people who don't come at this from "Look at the child and recognize what children are bringing" and that sort of thing. How do we talk to that? Because I agree with you. I think that piece is huge.Paul Thomas (32:12):Yeah. And teacher education, that's one thing I do is I talk about artifacts of learning. I talk about things like, I really think music teachers, art teachers, coaches, that I think the average person understands that. So, there was a piece in Phi Delta Kappan many, many years ago, somewhere in the 1990s. And the guy said, what if we had two football teams line up every Friday night and take a multiple choice test to decide the football game? Parents would revolt, my hometown, the entire town would revolt. So, you know, in art class, we have a child actually draw an artifact of learning, and then we work from there. Until the child does a drawing or a clay sculpture, we don't have any way to teach them. We have children play instruments, we have children sing, we have children play the sport.(33:13):So I think putting it in terms of behaviors, having students do the thing, and I think that's where my holistic urge is. I was a soccer coach, I coached for quite a few years. And I love scrimmage. I was a big fan of scrimmaging. So you could end the moment, you could teach, of course we did some skills, but to be perfectly honest, that's not that effective. If people practice the same thing over and over incorrectly, they're not actually learning. They're getting worse. They're building the wrong tools. So, the joke of my teaching high school was I graded about 4,000 essays a year for 18 years. Wow. And I graded about 6,000 journals on top of that. So my joke was, it was volume, volume, volume.(34:07):Until a kid wrote a paper, I did not know what they needed, Until a player lined up as a centerback and played and played a soccer match, I did not know what he needed. So I do think we have to talk in terms of sort of holistic behaviors that we're trying to teach children to do. And then our job to me is mentoring. It is coaching. I love the word coach. I think the right kind of coaching, not the stereotypical United States coach that screams and cusses, but the kind of coach that goes, "Look, you did it this way, now do it this way." Like, here is why. One thing I loved about soccer is it's conceptual. You don't run plays and it's not very structured, the type the clock runs, and it's these concepts. So it's these holistic behaviors at the conceptual level, what should you be doing? But the key element is why are you doing this? I hope that answered your question, I feel like I did.Matt Renwick (35:12):Yeah. Thanks Deborah. Thanks, Paul. Joy, did you want to throw that question out of how did we engage in this? I think Paul spoke to that previously. Was there anything else that you wanted to follow up on though, Joy regarding how to engage in conversation around this time?Joy La Vay Taylor (35:35):The article that you put out, Paul, was really helpful, Mary and I will follow it a little bit better.Paul Thomas (35:51):A lot of this movement is public, so I think a lot of it is on social media. And there is a problem. I do think Twitter is not a good place for discussion. I haven't had good luck with it. I've had a few people try to. I had one person a couple times lately, very kindly say, would you mind, you know, let's have a discussion about this blog post. I don't. There's just not enough room. There is no chance for nuance. I joke and say the best way to deal with social media discussions is don't do it. But a more practical one is, are you dealing with a serious person? So probably six months ago, a woman who is an s o r person engaged with me.(36:42):She was patient, she was kind, she was clear. I did two or three tweets with her. I realized she was a serious person. We had a very long Twitter discussion. She didn't change her mind. I did not mute her. I did not block her. Everything was fine. The key was not that we agreed with each other. The key was that she was a serious person. And that's the hard part. I often check the Twitter bios. If there's four followers, probably not serious. If they've got the little hashtag, #amplify, probably not serious. Way too much of the science of reading movement is driven by the exact thing that Hanford is attacking. If it is in fact a problem that Lucy Caulkins has made money, which is an odd thing to accuse somebody of in the United States, then the science of reading, people who are driven by market intentions are just as guilty.(37:56):My home state and the most recent budget, 15 million for LETRS training, were a very small state. Can you imagine how much state money, tax money is being earmarked for LETRS training? I don't trust advocates of LETRS anymore than I trust anyone. I mean, we learned that the tobacco industry said cigarettes were okay. They had a market interest. So I do think we have to navigate public discussions with serious people. I do not mute people instantly. I generally give everybody one or two tweets. I give you a chance. Then it's it, and it's just little things, right? Are they selling something? Do they have almost no followers? I've got people out there. I know I muted them, so I didn't block them, but they can still do it. They say, don't listen to Paul Thomas. He works for reading recovery. That's just a blatant lie. There was an organization that blogged and said, don't listen to me because I'm not a teacher. I start year 40 in the fall. I've been a literacy teacher for 40 years, over five decades since the eighties. It's just a blatant lie. So lying means you're not a serious person. If if you're trying to sell something, you're probably not a serious person. So I just think navigating that space, we're looking for serious people and then we can engage.Matt Renwick (39:34):I had the pleasure of watching Paul have a panel discussion with other serious people. It was a research panel at the Wisconsin State Reading Association Conference. He was talking with a researcher at UW-Madison, a principal out of California, and they did not all agree. I think we talked about this later, Paul. You did not all agree on the same issues, but you all were respectful the way you talked. "I hear what you're saying. Here's where I'm coming from." It was very, it was just a good conversation. And I learned a lot. And I think, I thought it was a really good model for, for what this could be, but unfortunately, often is not.Paul Thomas (40:16):Right. And I really don't think we have to all agree. Like, there are people I love that I don't agree with everything about them. And that's not what we're looking for.Mary Howard (40:29):Yeah. And in a conversation like that, you have the opportunity to have a fluid coming back and forth. That's impossible. But one of the things that I looked for on Twitter, and I've only been recently really trying to dig into it, there are just certain catchphrases that people use over and over. And that to me is a dead giveaway because it's almost like they came out with a s o r attack list of these are the things you want to say. It really is problematic that you can't. There's a big difference to being able to look at someone in the face, for example, and listen to what they're saying and then come back and respond to that than it is. It's almost like the Twitter social media is a ping pong ball, and it's really easy to get caught up in it, you know, especially when emotions are involved.Paul Thomas (41:32):That's why I say the, the s o r movement is too similar to the anti CRT movement. They're both too often ideological. So when you're ideological it's very simplistic and narrow. So you do have recurring things to say that are just, they're just imposed onto the situation. They're not drawn from the situation. Someone I blocked, I mean, I muted. I didn't see them, but I saw the response. And apparently somebody on Twitter just in the last couple of days, said that they listened to Emily Hanford. Cause she's an expert. I'm not. And the interesting thing there is not only have I taught literacy for 40 years, I taught journalism for 13 years, and I've published journalism for the last 20. I have a level of expertise in both journalism and education. That's where you can tell somebody's not serious. This is not a serious comment. That is just a blanket imposed statement. And so I think that is the ideological problem. It's not everybody who's in the science of reading movement by any stretch. But there is a faction that is just, it's just an ideologue. And it's the same thing. You know, woke , woke by DeSantis, woke by too many Republicans, uh, c r t, these have just been catchphrases. They're not, again, they're not serious people. They're not credible people.Matt Renwick (43:00):This conversation's been great as always. Any closing thoughts or takeaways from anyone in the group that you'd wanna share out before we close things out?Joy La Vay Taylor (43:15):I'm such a novice, I feel like, at Twitter for sure. I was so focused on being in the classroom, working with teachers that I was so shocked when this whole s o r thing just seemed to slam in. And I hadn't, I didn't have time to be on Twitter. I shouldn't say I have time now, but I thank you so much all for all this information that you put out. And Mary, I love Mary and Matt is great. I don't know you too, but I'm sure you two are great too. .(44:15):Because I thought that all the information that you gave about politics and the movement of reading was so helpful for me. It just gave me a background. I kind of came in with balanced literacy when it was just kind of called balanced literacy. So all of that was helpful. But is is then, if we think about the purpose of being on Twitter to share information like you do, so is that the best way to think about it as a vehicle for getting truth out there?Paul Thomas (45:00):Yeah. I would say, I would say two things. One historically we have told teachers not to be political, which is a political demand, by the way. And we also keep classroom teachers way too busy. If you keep people with their head down, they don't see what's happening to them. So I do not expect teachers to sacrifice themselves. I don't expect K-12 teachers to speak out. Absolutely, that is not an expectation. If you do find the opportunity, I think you said it perfectly. Most of my work that I do on social media is to teach, it's an extension of my teaching. I cite, my blogs are heavily cited. I cite, I link to peer review journal articles on Twitter. So I think you have to perform on social media, not to change people's minds that you're speaking to, but to leave a trail for other people to learn.(46:03):I am rarely actually speaking to the individual I'm responding to. I am leaving a trail for other people to learn from. Nobody's asking K-12 teachers to sacrifice themselves. Nobody's asking K-12 teachers to lose their jobs. As a matter of fact, I don't want you to lose your job. I'm relatively safe. I'm even at a private university. If I were in Florida and I was at a public university, I would be toast. But my university is incredibly supportive. I'm a white guy, I'm tenured, I'm old. Let us do it, you know, let us take the brunt of the damage. But if you do engage, it's not to change people's minds, it's to teach.Matt Renwick (46:54):Well said Paul. And your policy brief, half the brief is citations. I mean, it's just so well resourced. And I remember Peter Aach speaking about your work too, and just said you were meticulous. I think that's one of the first people he brought up about how to be become more knowledgeable about this topic and stay engaged. So thank you Paul Thomas. Thank you everyone for being here. This has been great. We wish you all a good rest of the year if you're still going. Otherwise, we hope you are enjoying your summer break. Thank you.Paul Thomas (47:27):Thank you. A pleasure.Matt Renwick (47:28):Thank you. Get full access to Read by Example at readbyexample.substack.com/subscribe

A Clare Fine Gael Councillor is hopeful of securing a significant expansion of the proposed Ennis town bus route. The service is set to become operational in the next 18 months with the aim of enhancing public connectivity to focal points in the town. Nearby Barefield, currently has just one weekly TFI Local Link route offering transport to Ennis, triggering calls from residents to see the town service extended to the Mid-Clare Village. The National Transport Authority has since committed to carrying out a feasibility study of the ammeneded schedule. Former Mayor of Ennis, Mary Howard who proposed the motion at yesterdays Municipal District meeting believes the extension would be transformational for the town.

Mary Howard is a Nationally Board Certified Teacher and teaches 6th grade ELA and Science in Grand Island, New York.  She has found success using digital tools that not only make learning fun for her students, but encourage critical thinking, collaboration, and create a life-long passion for learning.  Whether the digital experience is related to Science, Technology, Engineering, Mathematics or promotes literacy, Mary believes passionately in the potential that technology has for reaching and engaging ALL learners. In pursuit of this passion, Mary has spent the past 15 years presenting at dozens of technology conferences including NYSCATE, STANYS and, ISTE among others.  She has become a globally recognized speaker on the topics of augmented reality and virtual reality and the Next Generation Science Standards and shares her strategies through her blog, yoursmarticles.com.  She has published numerous educational technology articles and has provided webinars on Virtual Environments, Virtual Reality, 3D Design, QR codes and digital engagement strategies.  Mary's accolades include recognition as the 2018 International Society for Technology in Education's Virtual Pioneer of the Year and 3 Silver Presidential Volunteer Service awards.  She was a New York State Teacher of the year finalist for 2018 and 2020 and is a New York State Master Teacher.  When Mary isn't elbows deep in her technology initiatives, she is a mother of 3 boys and devotes her free time to refereeing youth hockey and volunteering within the hockey community.  She is an avid runner, Adirondack 46er and recently cycled across New York State on the Erie Canal. Mary is a newly published author with her new release, Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for Educators.Key Takeaways:AI is a tool that will help give teachers more time, reduce burnout, and improve teaching.Technology is about amplifying teachers' ability to reach all students.Reluctance to integrate technology doesn't come from a place of fear rather a place of this is, "one more thing".The more we streamline teachers' everyday tasks, the more we can get them in front of students and spending more quality time facilitating student learning.ChatGPT still needs to be checked once the product is finished.We need to make sure we follow age and privacy concerns because ChatGPT is collecting data on the users.Education still has to focus on thinking rather than retrieval of information. This will help the integration of ChatGPT as a useful tool rather than a tool used to get good grades.The perfect classroom still has a teacher that is helping guide rich discussions through Socratic method and collaboration with AI helping streamline that in the background.Leaders need to celebrate every little success individuals have to continually build positivity.Stay Connected:Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for EducatorsYour SmarticlesTwitterSEEing to Lead Extras!Like the content, want to be a guest, or know someone who would? Reach out to me on Twitter at @DrCSJonesHave you taken the time to order and read my latest book!Seeing to Lead is filled with practical resources and personal stories to help you support, engage, and empower those you lead no matter your position!Jimmy Casas said, "If you are a leader who is looking to support, engage and empower your staff, then SEEing to Lead, by Dr. Chris Jones, is a book you will want to pick up and read. Dr. Jones reminds us that building capacity and helping others achieve personal success is the key to elevating your organization and leaving a lasting impact."Get your copy here! Don't forget to leave a rating and review for others. I would appreciate it!Subscribe to My Newsletter!We are all busy, often unsupported, and struggle to stay engaged! Here is a weekly resource that has something to support, engage, and empower you. Not to mention it saves you time by getting to the point! Increase your focus and become a better leader; no matter your position. Check it out here!Get in touch to schedule me for a workshop or presentation!Don't forget to hit the subscribe button on this podcast and leave a rating so others can benefit!

Mary Howard, Fine Gael Councillor in for Clare; John Downing, Political Correspondent with The Irish independent; Lisa Chambers, Fianna Fáil Senator; Seán Sherlock, Labour TD for Cork East; Mick Barry, People Before Profit/Solidarity TD for Cork North-Central; Jennifer Kavanagh, Lecturer in Law at the South East Technological University

In this episode, Mary Howard, Debra Crouch and I speak with professors Michiko Hikida and Leah Durán, authors of the article “Making sense of reading's forever wars” (Phi Delta Kappan, 2022). Leah Durán is an associate professor in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona, Tucson. Michiko Hikida is an associate professor in the Department of Teaching and Learning at The Ohio State University, Columbus. They wrote this article to make the information “accessible to a lot of readers in a way that most academic journals aren't.”Our conversation was guided around three primary questions:* Have we learned anything from our past debates, or are we just going in circles?* What are your thought on the idea that these “wars” may be part of a thesis - antithesis - synthesis that we need to go through in order to move forward as a profession?* Students need institutional changes, not just individual instructional change. What can K-12 practitioners do to support institutional change?I hope you find this discussion as helpful as we did for better understanding the context and the conversation around the science of reading. Full subscribers also have access to the following:* Video recording of our conversation via Zoom* Professional discussion guide (linked within the video recording post)* Access to future disussion threads, ability to comment on posts, and join virtual conversations with esteemed literacy leaders (click here for upcoming schedule).Full TranscriptMatt Renwick:Hi. Want to welcome Michiko and Leah to our conversation. They wrote a wonderful article for Kappan Magazine of Phi Delta Kappan titled Making Sense of Reading's Forever Wars. Subtitle is, “Adopting a new science-based methodology is not enough to address students' difficulties with reading.” And we were chatting prior just how much we appreciate how well you were succinct in your article, but yet covered so much ground. I'm going to share my screen here so we can all see it. And yeah, and I'm just going to scroll down here to your bylines and your well sourced cited article. So Leah is an associate professor in the Department of Teaching, Learning and Sociocultural studies at the University of Arizona Tucson.And Michiko is an associate professor in the Department of Teaching and Learning at the Ohio State University in Columbus, Ohio. So welcome again. And yeah, I guess I'll start with the first question here. And it's actually your question, is have we learned anything from our past debates or are you just going in circles? And I'll open it up to Leah or Michiko first, but everyone else here feel free to chime in and offer your thoughts. And when you do, if you can introduce yourself when you speak. Michiko and Leah, we've already introduced you before. For our other guests here, just make sure you state your name.Michiko Hikida:Leah, do you want to take this or do you want me to give it a shot?Leah Durán:Yeah, yeah. I think that we have not learned as much as we should have from past debates, and I think that was part of the reason why Michiko and I really wanted to write this, is that it seemed like No Child Left Behind is very recent history. And at least the way that people are legislating science of reading, it is pretty much identical to scientifically based reading research, the term from the Bush era. It's still the big five from the report of the National Reading Panel.So in some ways it seems like there's this real energy to do exactly what has already been done without really grappling with why that didn't lead to the transformative changes that people hoped it would. And I think it's very important that we do that, if we don't acknowledge the way that No Child Left Behind and Reading First really fell short of I think the big dreams that people had for it. And think about why. Then there's no chance of not doing that again. So I really hope that the article gives people a chance to think about what we've already tried and what that means about what we haven't tried, and should try, and do differently, in order to not just do the same old thing over and over again every 10 to 15 years.Michiko Hikida:I do want to add to that a little bit and say that from a research perspective, I do think that there has been some consensus. And that consensus is that phonics instruction is helpful as a part of a more robust literacy curriculum. I think a person would be hard pressed to find a researcher that is anti-phonics. But I reiterate what Leah's saying is that at a policy level that doesn't feel like how it's being taken up.Matt Renwick:Yeah, I won't put anyone on the spot here, but I think the “be reading by third grade” retention policies might be one where we're not really learning from the past and repeating some mistakes. Yeah. But yeah, to me it sounds like this article's intent was just to create a pause for us and just to take stock of where we've come from, where we're at, and how might we proceed forward. So yeah, that's how I read it too. And I'd just open it up to our guests here. We have Debra, Mary and Sonya. So any thoughts on this too? What have you've learned, if anything from past debates?Mary Howard:Well, one of the things, and I'm Mary, I'm been an educator 51 years and now living in Honolulu, and I'm connecting back to something that you said in your piece that I keeps capturing my a attention. Some have argued that a permanent sense of crisis in K-12 education has been manufactured by those who aim to undermine the institution of public schools and scapegoat educators as a way of diverting attention from America's deepening social problems. And I think for me, a lot of that is wanting a thing. And that's always been what I've seen in all of these years in education, but never so much as now when social media makes it so easy.But wanting to blame all of these, we don't have enough programs, we don't have enough phonics, we don't have enough this, we don't have enough this and this is the way to fix it. And for anyone who's been in education longer than a day, the one thing that we know is that nothing is going to work all the time for every child. And it's certainly not going to work when we're fixated on that. So I just always keep coming back to that quote because the one thing we don't want to talk about is those deepening social problems. And so the article really meant a lot to me because you did that so beautifully.Matt Renwick:And Mary, if I can just then transition what you just said to maybe a question to Michiko and Leah is you mentioned that not one thing's going to work for everyone. And I appreciate you surfacing that because in the article too, you mentioned that students, they don't need individual instructional change, they need institutional change. And I think that's what Mary's pointing to here too is that's a big, big thing to take on. As practitioners, what are some ideas you might have for us to move on, a next step? That would probably might be helpful.Michiko Hikida:I have a couple of thoughts, and they are maybe outside of the classroom more than inside of the classroom because we are talking about institutional change. So I think a lot about teachers as public intellectuals. So when you've been teaching for 51 years like Mary has, you have a wealth of knowledge that you can stand on in a public context. So I think speaking publicly, posting on social media, having podcasts, those kinds of things, as well as organizing and doing things like voting.Leah Durán:Yeah, and I would say my answer is pretty similar in that I think maybe part of what we can do is redefine what counts as reading policy. Things that are about housing are also reading policy. Things that are about poverty are also reading policy. And I think that we sometimes compartmentalize them and think that those belong in a different arena or somebody else's expertise. But I think that they should be part of a conversation and part of our efforts around improving reading have to do with improving everything, even though that's a lot and hard to do, but it definitely won't happen if we don't try as part of it.And the other piece that related to that I think is that one thing that has been hard for me about watching this current round of the reading wars is that there really is a tremendous amount of money being spent, but to my eyes, it's being spent on things that I wouldn't reasonably expect to cause huge changes based on the research. But there are other things that we're not spending money on because I think we don't categorize them as being about reading. So I think that's part of it too. People are willing to spend money. Millions of dollars of money, but maybe I think they, legislators need some push around what counts as doing something about reading.Michiko Hikida:And I would say that that comes back to this question of what have we learned? And I think there is some consensus in the field about the impact of poverty and trauma and housing insecurity on reading scores.Matt Renwick:Yeah, that's one of the few correlations I've seen is poverty and trauma and some of these challenges as a principal and as a former teacher, and that correlation with reading achievements. So I'm glad you pointed that out. We mentioned this latest round of the reading wars, we use these metaphors to try to describe it. But I also noted in there too, instead of the pendulum swinging, you talk about incremental progress as a better way to gauge growth as a profession with reading instruction. And what things have you seen now that you've studied this in terms of specifically around reading instruction, you mentioned that we know phonics does work as a instructional strategy, and other resources or practices that are promising and that you'd like to see. You mentioned we have all this money, what buckets would you want to put the money in? Certainly outside of education, poverty and those issues are super important. Within the school, where would you want to put some of those resources?Leah Durán:Well, one of the things that I think about in terms of what all schools need to do a good job is based on an experience I had when we were both doctoral students at UTS. And one of the pieces of our training there was to supervise student teachers. And so we did that in schools all across the Austin area, so in the urban core and the suburbs. And one of the things that has really stayed with me was how different, even within the same district, classrooms were and schools were in terms of resources, depending who was enrolled there. And so I think about one particular school where I sometimes supervise student teachers, that was just really lovely and I would want everyone to have that experience. The teachers there were terrific, really talented teachers. They had huge classroom libraries. And just a lot of care and expertise went into mediating kids', access to books, kids' instruction, and were very inclusive.I remember seeing the whole classroom labeled in braille when there's a child who would benefit from them. So there's all these things. I think if you look at some of these schools that are already serving more affluent communities. I feel like everyone deserves that. And part of that is making it an attractive working condition. So one of the reasons I think that teachers like to work there and experience teachers that gravitated towards it was that they had money to pay for extra specialist teachers so that they got more planning periods. And I think that was part of what went into really thoughtful lessons. And they had tons and tons and tons of children's books. And I think that's an important piece that we should also take from the whole language side or the meaning focused side of these different pendulum swings, is that there's value in thinking about meaning and there's value in children's literature as a resource.And that doesn't have to be opposed to teaching about phonics, teaching about the code. So I guess that's my answer is I think if you look at a really wonderful school in an affluent neighborhood and think about what are all the resources that they have right there, even just in the school, that's even leaving outside all of the different things that kids have access to. But I would want all children to get to go to a school that looks and feels like that one in terms of a good place to learn, a good place to work.Matt Renwick:Any thoughts from the rest of the group on what was shared there?Debra Crouch:So, hi, I'm Debra Crouch. I'm a literacy consultant, so I go in and support schools. I live in San Diego. And you're echoing a conversation I had with the principal this morning as we walked around and we were looking at classroom libraries specifically. And just thinking about what it looks like. And at one point I asked, so I said it's that getting that picture, what would an affluent school look like? Why can't we create spaces that feel like that? Because one of the things that we were noticing were some of the jumbles in classrooms storage. It's the classrooms got the classroom, but then it's also got storage stuff all over. And we were starting to brainstorm ways that we could even take some of that out. And is there a space in the building that we could use as a storage because another principal had shared that idea.I think that envisioning, what are some of the possibilities that we could create around this, because I'm not absolutely positive that it is, like you were saying, it's like we have the money. So it's not like we don't have the money, it's the way that we're using it and the way that we're thinking about what happens at these schools. I go into classrooms sometimes and they've made black and white photocopies for the kids as opposed to giving them these really gorgeous books that they have access to. And for some reason they decide that a printed off black and white, and I keep saying to them, don't children deserve color in their books? Come on, this is not an acceptable way of treating the children. So maybe it is some of that conversation that we have around how we're using what we have and what those spaces could look like for kids. Yeah. So I so appreciated your article. Oh my goodness. This was brilliantly done. Yeah.Michiko Hikida:Thank you.Debra Crouch:You're welcome.Matt Renwick:You've already answered my last question, which was a colleague of mine, we were talking about science of reading, the reading wars, and he mentioned these things go on cycles. There's a thesis and then there's an antithesis, and then there's synthesis. And it goes back, goes around and around. And do you see that? I guess the question we had was, are these hard conversations of these issues necessary to go through in order to get to a better understanding of good reading instruction? I don't enjoy arguing about the science of reading, but is it also the obstacle is the way of thinking too?Michiko Hikida:My initial thought of that about that is it depends on who's having the conversation. So I think about the field of literacy research and how this conversation started in the 1960s. And in the field of literacy research, there has been a synthesis. And part of that synthesis is that, yes, phonics is an effective instructional tool, but it is not the entirety of a literacy curriculum. So within that field, I feel like there has been that thesis, antithesis and synthesis of this conversation. I think within the public sphere, the motivations for it are different. It's complicated, there's a lot of money involved, there's a lot of a lot of things involved. But I don't think that that conversation, the more public discourse on it is coming to it necessarily earnestly. And willing to engage with all of the research and evidence that we do have. So I think it depends on who's having the conversation and for what purpose.Matt Renwick:And then the context, it sounds like too, if you're debating stuff on Twitter, it's going to be a different conversation. [inaudible 00:19:08].Michiko Hikida:Or you know what? Policy makers like things that are very measurable and concrete and that I can legislate, and learning isn't really that clean. But gosh, that would be so much more convenient. [inaudible 00:19:25] with people and we're messy.Matt Renwick:Yeah, we can measure engagement, you can measure those more messier kinds of things, but not in the way you can measure some of the things that seem to get more of the attention. That's a great point.Mary Howard:And one thing that worries me in this day and age, and in my mind more so than ever it's been in history, is the level of mandating and the laws that are coming out from schools that are saying here are things that are not research based, like choice reading is not research based. We just shake our heads and go, "What?" So I think too, it's really important for us to be very cognizant that teachers are in schools where these horrifying mandates are being put in place. And so at the same time that we're thinking about all of the important things, I love the discussion of let's envision what is possible, and I know that teachers do that every day, but how do we help teachers to understand how to maneuver a school where there is a ball and chain attached to their arms and legs and persona, so to speak.Debra Crouch:See, a lot of it comes to leadership. It's the leadership in the schools. Because you can have that legislation piece, but it's interpreted so much by the school leadership. So that piece is so powerful and important in school leadership.Matt Renwick:Yeah. Leah or Michiko, did you see when you were visiting these schools during your dissertation, your studies, did you see a correlation with leadership? And you mentioned affluence, did you see a leadership factor there with supporting teachers?Michiko Hikida:I'll actually talk out of my teaching experience. So I taught third, fourth, and fifth in Texas. So they were all testing grades. And we had a remarkable principal and she protected us from the district. So when the district would say every elementary school in the city has to do this professional development, she would appeal to them and say, "Hey, I would love to do this with professional development with my teachers instead." So absolutely, and this was a title one school. I think 97% of our kids were on free and reduced price lunch. More than half of our kids were bi or multilingual.This was a school that I think people would think of as low performing, and it wasn't. And it was a joyful place to work as a teacher. I felt like I had a lot of autonomy. I felt like I had a ton of administrative support. And because of that, our students performed very well on high stakes testing and enjoyed reading. So I think that in my own experience, having a supportive administrator willing to go to bat for us made all the difference in the world.Matt Renwick:Well, that's great. We're running close to our time here together and I want to be respectful of that. Any closing thoughts that you might have, Leah or Michiko? If not, you can also share what you're reading right now. That's an option. But yeah, just any closing thoughts as we close our time together?Leah Durán:Yeah, I mean, one thing that I've been thinking about, and it was part of the reason why we wanted to write specifically in Phi Delta Kappan, is a place that's accessible to a lot of readers in a way that most academic journals aren't. I think that the state of the field is a very difficult thing to know. It requires a lot of time devoted to reading, to get a sense of what's going on in the field, what does the research say, what are points of contention? And I do feel like as people who have institutional access to all of these scholarly journals and that time is part of our jobs is to be current, that that's an important thing that I want to do is try and translate that or make more accessible the complexity or the synthesis that the field has arrived at in ways that I think are not always very easy to see if you can't get access to a lot of scholarly journals or go to AERA or any of these other conferences.Michiko Hikida:I'll just add a couple of things. So first thank you for having us. It's fun for Leah and me to talk about this. This was an important piece for us. But second, there is a piece that was just published in one of those journals that of course is behind the paywall that I would be happy to share with you about this that was written by David Reinking, and just came out in January, called Legislating Phonics. And he and a couple of others go through the history of this and challenge some of the arguments that phonics only people are making, which I thought was really helpful. The second thing I thought about is a book called Rocking the Boat, How Tempered Radicals affect Change.So when thinking about what teachers can do in their classrooms, when we know that there are some institutional constraints and some other challenges that they face, that's what comes to mind to me. So if I can share my screen for a quick second, I can just show you the cover.Matt Renwick:Yeah, I don't mind.Michiko Hikida:And as a classroom teacher, this is how I felt. I felt like I was a tempered radical. I, of course, had to operate within the constraints of the school and what I was expected to do. And I really worked to try to find those spaces where I could do something else. So that I would just share.Leah Durán:Oops. I wasn't fast enough.Michiko Hikida:Oh, sorry.Leah Durán:It's all right.Michiko Hikida:There you go.Leah Durán:Thank you. Let me do a quick screen-Matt Renwick:Rocking the Boat. How tempered Radicals Affect Change Without Making Trouble. Okay.Leah Durán:Oh, I love that title.Matt Renwick:[inaudible 00:26:27].Michiko Hikida:It really resonated for me as a teacher where we do operate with systems and how we might be able to make change from the inside without just burning it all apart.Leah Durán:Wow.Matt Renwick:And still be able to teach and lead and study and do research. And this has been great. We really appreciate you all being here, and we look forward to reading more from you. So thank you.Mary Howard:Thank you so much for the invitation. It was really great to get to talk.Leah Durán:Thank you.Debra Crouch:Thank you.Mary Howard:That was wonderful. Get full access to Read by Example at readbyexample.substack.com/subscribe

Cidiot closes out Season 5—the show's biggest yet—with reflections on what worked and what's ahead. Thank you for making Cidiot one of the Hudson Valley's biggest and most loved shows. Stay warm catching up on past episodes and watching the Cidiot anthem video, available here, via Cidiot.com, and on YouTube. Thank you for our sponsors and partners this season, including El Sueco and the Don, Greig Farm, Hudson Valley Kitchen Design Center, Hudson Community Incubator, Taconic Toastmasters Club, Sunflower Market in Woodstock and Rhinebeck, and Scot Hastie of Pardee's Agency (A World Company). Thank you to all the guests this season, including Ben Senterfit and Paul Rivers Bailey, Andrew Addotta, Allison Chawla, Jeremy Franson and Sandra Franson, Emily Sachar, Osun Zotique, Robinson Greig, Elizabeth Sobol, Mary Howard and four other Taconic Toastmasters, Diane Parisella, Kathy Stevens, Brett Barry, Suzanna Hermans, Amy Zimmerman, Amanda Stromoski, Kendra Sinclair and Jared Vengrin, Alissa Hessler, Anne Sanger and Amy Krane. Cidiot 's new season begins March 2023. Would love hear your ideas and comments and please rate & review the show at Cidiot.com or on Apple Podcasts. Stay in touch via Cidiot.com, join the newsletter and follow on Instagram. And come visit. --- Send in a voice message: https://anchor.fm/cidiot/message Support this podcast: https://anchor.fm/cidiot/support

“There's still a disconnect between the grassroots groups (that are primarily doing trap-neuter-return) and the larger shelters (that are involved in return-to-field) and we need to get to a point where those two parts of the system are working together.” This episode is sponsored in part by TevraPet and Maddie's Fund. On this episode, Stacy chats with Bryan Kortis, Programs Director at Neighborhood Cats, who frequently collaborates with the CCP in running the Neighborhood Cats TNR Certification Workshops. In his discussion with Stacy, Bryan talks about the rise of the community cat coordinator position in shelters. He provides a preview of the 6th Annual Online Cat Conference, which will take place from January 27th through January 29th, 2023. This conference, Bryan explains, will further explore the community cat coordinator position. Bryan discusses the increasingly popular return-to-field programs. He describes the differences between these programs and trap-neuter-return programs and discusses the collaborative efforts and interaction between those running the programs. Bryan also talks about Cat Stats, a TNR program management tool developed and offered by Neighborhood Cats, which allows non-profit organizations to track colonies and caretakers in their service area. He discusses his partnership with Tomahawk Live Trap and the collaborative efforts in developing traps. Additionally, Bryan touches on the DC Cat Count and the upcoming Maui Cat Count. To learn more about Neighborhood Cats, visit their website. To learn more about or register for the 6th Annual Online Cat Conference, click here. If you enjoyed this episode, you might also be interested in listening to Stacy's interview with Mary Howard, Community Cat Coordinator at McKamey Animal Center, in episode 356.

On Monday's Morning Focus, Alan was joined by Mary Howard who is a Fine Gael Counceller from Ennis. Mary discussed the 'Ask For Angela' campaign which is a code word campaign that is used to reduce the risk of sexual assault when a person is in danger or at risk in public places. She called on all bars, restaurants, cafés and hotels to be aware of this campaign and described the role that they will play in keeping County Clare a safer place to socialize.

Mary Howard On Ennis Crime

The festive period in the county town is officially getting underway on Friday the 25th of November. Christmas lights will also only be on for 12 hours a day rather than 24, between 3pm and 3am, from November 25th to January 2nd. Ennis Fine Gael Councillor Mary Howard believes it's the right decision, and the lights had to be turned on in some form, despite energy usage concerns.

A Clare member of the Regional Health Forum West says weaknesses in the region's main hospital have been made 'very clear' to the CEO of the HSE. It comes as Paul Reid is to visit a number of specialist services at Ennis General Hospital today, as part of a series of engagements across the Midwest. Ennis Fine Gael Councillor and Health Forum member, Mary Howard, says the seriousness of concerns regarding care at University Hospital Limerick were outlined clearly.

There are mounting calls for Clare County Council's Tenancy Enforcement Officers to improve engagement with people impacted by anti-social behaviour. It follows concerns raised by residents in an area of Ennis, who say they have been dealing with 'neighbours from hell' for a number of years.

A former Mayor of Clare says the HSE needs to make more use of Ennis General Hospital to alleviate overcrowding at University Hospital Limerick. Ennis-based Fine Gael Councillor Mary Howard insists the county town's facility needs to be utilised further to ease the burden in Dooradoyle.

An Ennis Councillor and health campaigner is calling for the 45 children in Clare who are waiting to access mental health services to be prioritised. Member of the Regional Health Forum West, Mary Howard, is calling for the process to be sped up.

Mary Howard is a Elementary Education major at Columbus State University. On this episode, Mary shares the benefits she gains from exercise and an active lifestyle and how she utilizes digital technologies to support these efforts. * * * * * * * * * * * * * * * * * * * * * Dr. Aaron R. Gierhart is an Assistant Professor of Elementary Education at Columbus State University in Columbus, Georgia, and previously taught in the Illinois public schools for 11 years. You can follow him on Twitter and Instagram @aaronrgierhart Email: gierhart_aaron@columbusstate.edu Podcast Socials: Facebook & Instagram @JourneysOfTeaching & Twitter @JourneysTeach Thank you to Mitch Furr for the podcast theme music and Adam Gierhart for the logo artwork.

Ennis is Ireland's Tidiest Town for 2021. Clare's county town scooped the top prize at this year's Tidy Towns Awards, which were held at the RDS in Dublin. On Monday's Morning Focus, Alan Morrissey was joined by Cormac McCarthy, Chairperson of Ennis Tidy towns Committee and Mary Howard, Fine Gael Councillor from Ennis. Photo (c) by Clare FM

On Tuesday's Morning Focus, Alan Morrissey was joined by Clare Colleran Molloy, Fianna Fáil Councillor from Ennis and Mary Howard, Fine Gael Councillor from Ennis. €150,000 is to be allocated to political parties in order to increase female participation in the next Local Elections. It is hoped this will help increase the number of female councillors after the 2024 elections. Picture (c) Texelart via Canva

In our season 2 finale, the amazing Mary Howard Hamilton graces us all with her presence and we sit down with three scholars to talk about their academic lineage. Guests - Dr. Mary Howard Hamilton, Dr. Lori Patton Davis, Dr. Chayla Haynes Davison   Audience Survey - https://forms.gle/qCVnQocuGabmY4yb8

She was surrounded by men: daughter of a Duke, sister of an Earl, and wife of the King's illegitimate son! But Mary Howard, daughter-in-law of Henry VIII, was not about to be pushed around. She stood up for what was hers, refused to be married off, and ended up with an income and a chance to make a life of her own.No wonder her father described her as "too wise for a woman."Join Rebecca Larson of Tudors Dynasty to meet a remarkable woman and get a new perspective on women's lives in Tudor England.

Yesterday evening, in one of her last acts as Mayor of Clare, Mary Howard unveiled a plaque dedicated to the late Laura Brennan, who sadly passed away at the age of 26 from HPV cancer. Laura's last few months of her terminal diagnosis were spent dedicated to advocating for the uptake of the HPV vaccine - something which could have prevented her untimely passing. The plaque, which will remain permanently on the side of the Queen's Hotel, features Laura's image as well as the blue HPV symbol - the only pop of colour - to symbolise the importance of Laura's legacy. Clare FM's Rebecca O'Sullivan went to the unveiling, and she spoke firstly to outgoing Cathaoirleach Mary Howard, then by Kilnamona sculptor and creator of the plaque, Michael McTigue, and finally by the parents of the late Laura, Larry and Bernie Brennan.

Sinead Spain talks to David Gilroy, Cathaoirleach of Meath County Council and Mary Howard, Mayor of Clare - both counties will lose three branches under this plan. And we speak to CEO of Retail Bank of Ireland, Gavin Kelly

Clare County Council yesterday issued a formal apology in respect of the former County Nursery in Kilrush. The apology was read out at yesterday's council meeting by Mayor of Clare, Mary Howard. On Tuesday's Morning Focus, Gavin Grace spoke to Cllr Howard about the plans going forward for a memorial to be put in place to commemorate the residents of Kilrush Mother and Baby home.

RadioRotary was delighted to have Mary Howard come to the program to tell about Toastmasters International, recently partnered with Rotary. Toastmasters International is a nonprofit educational organization that teaches public speaking and leadership skills through a worldwide network of more than 16,200 clubs in 145 countries with more than 364,000 members. Since 1924, Toastmasters International has helped people from diverse backgrounds become more confident speakers, communicators, and leaders. In their alliance, Rotary clubs and Toastmasters clubs are encouraged to interact, so members of either organization can attend meetings or work on service projects. Toastmasters is also developing a leadership program than can be used for Rotarians. Learn more by listening to the interview. Learn more: Toastmasters International: https://www.toastmasters.org/ Partnership between Toastmasters and Rotary: https://www.rotary.org/en/toastmasters-and-rotary-partner-help-members-grow CATEGORIES Rotary International Service Organizations --- Support this podcast: https://anchor.fm/radiorotary/support

Saturday Chronicle Hosted by  Tom Hanley with Patricia Ann Moore and broadcast from the SBCR studios at the Derg Alliance building. Originally broadcast on Saturday 5th December 2020 Councillor Mary Howard, Mayor of Clare talking about some recent and upcoming initiatives that she is helping to organise, including reaching out to members of the community experiencing isolation or loneliness. https://www.clarecoco.ie/news/news-stories/hpgnewshighsrow2/mayor-reaches-out-to-clare-community-during-covid.html Saturday Chronicle is Sponsored by JAMES M NASH AND DERG KITCHEN DESIGN http://dergkitchendesign.ie  

On this day in Tudor history, 26th November 1585, Catholic priest Hugh Taylor and his friend Marmaduke Bowes were hanged at York. They were the first men executed under Elizabeth I's 1585 statute which made it treason to be a Jesuit or seminary priest in England or to harbour such a priest.  These two Catholics were beatified in 1987 by Pope John Paul II as two of the 85 Martyrs of England, Scotland and Wales.Find out more about these men and what this 1585 legislation was all about in today's talk from historian Claire Ridgway. You can see this podcast as a video at the following link:https://youtu.be/93IK-VoDABY Book recommendation: "God’s Traitors: Terror & Faith in Elizabethan England” by Jessie Childs. Also on this day in Tudor history, 26th November 1533, Henry Fitzroy, Duke of Richmond and Somerset, the illegitimate son of King Henry VIII, married Mary Howard, daughter of Thomas Howard, 3rd Duke of Norfolk, at Hampton Court Palace. They were both fourteen years old.It appears that the marriage, which was a political match rather than a love match, was the idea of Henry VIII's second wife, Anne Boleyn. You can find out more about the marriage and its context in last year’s video - https://youtu.be/BiUZPBM3wDA 

Live music has returned to the streets of Ennis once more! Thanks to Ennis singer-songwriter Damien Gormley, on Wednesdays and Saturdays, passersby are gifted with songs on the street. Damien had given up busking a number of years back to travel and perform in pubs, but when the pandemic hit, Damien decided to become proactive and return to busking to bring some life back to Ennis town. Damien initially planned to do a couple of hours, but Mayor of Clare, Mary Howard convinced him to come out and perform two days a week - much to the delight of everyone in the town! Clare Fm’s Rebecca O’Sullivan stopped off to visit Damien this week…

Welcome to the second episode of the new season and new format - this is actually episode #98.   In this episode I interview Dr. Nikki Clark about Mary Howard, Duchess of Richmond, and then for the 'Ask the Expert' segment, Dr Nicola Tallis returns to answer your listener -submitted questions about Margaret Beaufort, and then I give you 'A Brief History' on Jane the Fool.    --   *See separate post for the bonus material mentioned in the episode*   See Show Notes for all the Details   Credits:   Written by: Rebecca Larson & Steph Stohrer Voiced by: Rebecca Larson, Dr. Nikki Clark & Dr. Nicola Tallis Produced by: Rebecca Larson Imaging by: Troy Larson    Music Credits:   Music: Pavana alla veneziana by Paul O'Dette, Composed by Joan Ambrosio Dalza   Resources:   TudorsDynasty.com TudorsDynastyPodcast.com Patreon.com/TudorsDynasty

Corey Benchop from The Rising Entrepreneur interviewed me as a small business owner. --- n 2020, the internet is the way we connect with our customers. Period. The only way to truly make that connection is through more personalized marketing. Mary Howard is a registered nurse with over 10 years experience as a small business owner. She built and sold her website design agency in 2017, and out of her frustration with the medical field and how medication is used on ever-younger people, she’s now focused on helping people find better health through natural solutions like organic foods, supplements and essential oils. On this episode of The Rising Entrepreneur podcast, Corey and Mary talk about how she went from working at a nursing home to building her first website on dial-up internet, her thoughts on honesty and transparency in business, and her advice on how to use the internet and online marketing to generate business. —– You’ll Learn: How to find the right mentor or model for success. What a funnel is and why it’s different from a traditional website. Why it’s so important to niche down and make a clear choice of who you’re serving. And so much more… —– Favorite Quote: – Mary Howard“Follow the steps of somebody that’s been successful, and then tweak it once you find all the things that work and the things that don’t work.” —– Resources Mentioned During This Episode: Join Corey’s Private Facebook Group: www.myfbgroup.com —– Subscribe To The Corey's Podcast: Apple Podcasts: https://bit.ly/TREoniTunes Spotify: https://bit.ly/TREonSpotify Google Podcasts: https://bit.ly/TREonGoogle —– Connect With Mary Howard RN: https://PowerlineHealth.com https://asknursemary.com https://www.facebook.com/AskNurseMary --- Send in a voice message: https://anchor.fm/mary-howard4/message

In 2020, the internet is the way we connect with our customers. Period. The only way to truly make that connection is through more personalized marketing.  Mary Howard is a registered nurse with over 10 years experience as a small business owner. She built and sold her website design agency in 2017, and out of her frustration with the medical field and how medication is used on ever-younger people, she's now focused on helping people find better health through natural solutions like organic foods, supplements and essential oils.  On this episode of The Rising Entrepreneur podcast, Corey and Mary talk about how she went from working at a nursing home to building her first website on dial-up internet, her thoughts on honesty and transparency in business, and her advice on how to use the internet and online marketing to generate business. Get the full episode details and transcript here: www.therisingentrepreneur.com ----- You'll Learn: How to find the right mentor or model for success. What a funnel is and why it's different from a traditional website. Why it's so important to niche down and make a clear choice of who you're serving. And so much more… ----- Favorite Quote: “Follow the steps of somebody that's been successful, and then tweak it once you find all the things that work and the things that don't work.” - Mary Howard ----- Resources Mentioned During This Episode: Join Corey's Private Facebook Group: www.myfbgroup.com ----- Subscribe To The Podcast: Apple Podcasts: https://bit.ly/TREoniTunes   Spotify: https://bit.ly/TREonSpotify   Google Podcasts: https://bit.ly/TREonGoogle   Stitcher: https://bit.ly/TREonStitcher iHeartRadio: https://bit.ly/TREoniHeart Youtube: https://bit.ly/TREonYouTube Facebook: https://bit.ly/TREonFacebook ----- Connect With Mary Howard: https://powerlineessentials.com/ https://www.facebook.com/mary.howard.5076 -----

In this month's episode, Sarah talks once more to Nikki Clarke, Senior Lecturer at Chichester University, about the fascinating Mary Howard, Duchess of Richmond. Sarah and Nikki explore the life of this Tudor noblewoman who, as Nikki states in the podcast, was a 'force of nature'. Listen in to find out more about her eventful life.    The Tudor Travel Guide news desk returns with all the latest August news. Once more, we head north of the border to Scotland, where our roving reporter, Adam Buchanan, reports on the marriage of the young Margaret Tudor to James IV of Scotland.   If you want to keep up to date with all the Tudor Travel Guide's adventures, as well as top tips for planning your own Tudor road trip, don't forget to subscribe to the blog via www.thetudortravelguide.com.   This podcast now has an accompanying closed Facebook group, dedicated to discussing the places and artefacts discussed in each episode. it is also a place to ask your fellow Tudor time travellers questions about visiting Tudor locations or planning your Tudor-themed vacation or sharing your top tips to help others get the most out of their Tudor adventures on the road. Go to The Tudor Travel Show: Hitting the Road to join the community.    You can also find The Tudor Travel Guide on YouTube, Twitter, Facebook, Instagram and Pinterest.   Credits: Presenter: Sarah Morris   Music by Jon Sayles 'Trusted News': Royalty free music from https://www.fesliyanstudios.com Newsreader: Chris Rew and Reporter: Chris Rew Produced by Cutting Crew Productions

On Monday afternoon, Cllr Mary Howard of Ennis was elected as the new Mayor of Clare. After she was elected to the role, she spoke with Gavin about the honour.

In this episode, Stacy talks with Mary Howard, the community cat coordinator at McKamey Animal Center in Chattanooga, TN. The program started in 2018 with a grant from Best Friends Animal Society and since inception, the organization’s return to habitat releases has gone up by 145%. Stacy and Mary discuss the many programs McKamey offers, including a barn cat program, kitten nursery, trapping services, a pet food bank, low-cost vaccine clinics, and an on-site feral colony for cats that cannot safely be released back to the areas in which they were trapped. McKamey is connected with the city’s animal control services, and Mary talks with Stacy about how she works with animal control, and how she maintains good relationships there. Mary also shares some trapping tips and tricks, and discuss how, from 2018 to 2019, the organization’s save rate increased by 12% to 90%. To learn more, visit McKamey’s website, where you can click on “Services” and then “Community Cats” for information about the Community Cats Program.

An economic taskforce for Clare is to be established within weeks - to help the county emerge from the COVID-19 crisis. The announcement came at last evening's Council meeting, which was dominated - by the impact of the virus on this county. Council officials unveiled a stark series of financial figures - which outlined how they expect a 19.7 million euro fall-off in rates returns this year. Despite the impact of this on services, local representatives unanimously backed a call for rates bills to be frozen. Two of them, Ennis FG representative Mary Howard and Ennis FF Councillor Mark Nestor joined Gavin on Tuesday's show.

Are your gradebooks like Swiss Cheese? Are there kids who are just missing? Today, Mary Howard, sixth grade science teacher in New York, talks about how we can engage kids in distance learning. These are not easy times to teach but they are important times to teach. I'm here with you as you work to engage your students. Let me know how you're engaging your kids on Twitter @coolcatteacher. www.coolcatteacher.com/e671  Sponsor: This Fall season is going to be different, but we’re not sure how. Whatever happens, online learning will play a huge role in our teaching. What better way to understand online learning than to take your summer PD online through Advancement Courses? With Advancement Courses, you never stop learning. They offer over 280 graduate-level PD courses in 20 different subjects — all self-paced with up to six months to complete. Go to advancementcourses.com/coolcat and save 20% off each course by using the code COOL20. That’s just $120 per graduate credit hour or $160 for 50 clock hours. You can also receive graduate credit through CAEP and regionally accredited university partners for continuing education requirements. Thanks, Advancement Courses for sponsoring today’s show. Mary Howard - Bio as Submitted Mary is a 6th grade ELA and Science teacher from Grand Island, New York has found success using digital tools that not only make learning fun for her students, but encourage critical thinking, collaboration, and create a life-long passion for learning. Whether the digital experience is related to Science, Technology, Engineering and Mathematics or promotes literacy, Mary believes passionately in the potential that technology has for reaching and engaging ALL learners. In pursuit of this passion, Mary has spent the past 10 years presenting at dozens of technology conferences across New York State and has become a globally recognized speaker on the topics of augmented reality and virtual reality in the classroom. Mary shares her strategies through her blog, http://www.yoursmarticles.blogspot.com, and was featured as an NYSED New York State EdTech Innovator in October 2018. She has published numerous educational technology articles and has provided webinars on Virtual Environments, Virtual Reality, 3D Design, QR codes, and engagement strategies and is excited to share these experiences with the Engineering Design and the Middle-Level Science PLT. Mary’s accolades include recognition as the 2018 International Society for Technology in Education’s Virtual Pioneer of the Year and a Silver Presidential Volunteer Service Award. She was a New York State Teacher of the year finalist for 2018 and 2020. When Mary isn’t elbows deep in her technology initiatives, she is a mother of 3 boys and devotes her free time to refereeing youth hockey and volunteering within the hockey community. She is an avid runner and hiker and is just a few peaks away from becoming an Adirondack 46er. Disclosure of Material Connection: This is a sponsored podcast episode. The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."  

Mary and I discuss her background in the student technology space and how that led to her working at Workday. Then she discussed her background working as a solutions consultant for Workday Student plus more. Thanks for listening and I hope you enjoy!

During distance learning, some teachers have found a new way to engage students -- Boom Cards. Mary Howard is one of those teachers. She says it excites her sixth grade students in New York and gives us the low-down on why Boom Cards are so exciting and how she uses them for assessment and learning. www.coolcatteacher.com/e667  Sponsor: My friend Kasey Bell writes the Shake Up Learning Blog. Kasey is who I turn to when I need to train my teachers on Google Classroom and the Level 1 Google Classroom Teacher Certification Training. Right now, Kasey is offering her Google classroom master class 50% off. That’s a great deal, especially now, if you’re in the middle of distance learning or upping your Google Classroom ability. Go to googleclassroomcourse.com  and use the coupon code “homelearning” to get 50% off and take advantage of that great price and sign up for Kasey’s Google Classroom Master Class. If you need training for your entire school, like I did, check out gsuitetrainingforschools.com. Tell her Vicki Davis, the Cool Cat Teacher, sent you. Kasey rocks -- and she’ll help you become a better distance learning teacher now. Mary Howard - Bio as Submitted Mary is a 6th grade ELA and Science teacher from Grand Island, New York has found success using digital tools that not only make learning fun for her students, but encourage critical thinking, collaboration, and create a life-long passion for learning. Whether the digital experience is related to Science, Technology, Engineering and Mathematics or promotes literacy, Mary believes passionately in the potential that technology has for reaching and engaging ALL learners. In pursuit of this passion, Mary has spent the past 10 years presenting at a dozens of technology conferences across New York State and has become a globally recognized speaker on the topics of augmented reality and virtual reality in the classroom. Mary shares her strategies through her blog, http://www.yoursmarticles.blogspot.com and was featured as a NYSED New York State EdTech Innovator in October, 2018. She has published numerous educational technology articles and has as provided webinars on Virtual Environments, Virtual Reality, 3D Design, QR codes and engagement strategies and is excited to share these experiences with the Engineering Design and the Middle Level Science PLT. Mary’s accolades include recognition as the 2018 International Society for Technology in Education’s Virtual Pioneer of the Year and a Silver Presidential Volunteer Service award. She was a New York State Teacher of the year finalist for 2018 and 2020. When Mary isn’t elbows deep in her technology initiatives, she is a mother of 3 boys and devotes her free time to refereeing youth hockey and volunteering within the hockey community. She is an avid runner and hiker and is just a few peaks away from becoming an Adirondack 46er. Disclosure of Material Connection: This is a sponsored podcast episode. The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."

In the 25th chapter of the book of Matthew, Jesus makes a bold claim; that whenever you visit someone in prison, it's as if you are visiting Jesus himself. "Whatever you did for one of the least of these brothers and sisters of mine, you did for me." Kairos Prison Ministry takes this charge quite literally. They reach out to incarcerated men, women, and youth, as well as their families, to share the story of Jesus' love, restoration, and hope. Two members of our church, Mary Howard and Bob Diggs, are deeply involved with the work that Kairos is doing. Not only are they here to share their stories, but they are joined by someone personally impacted by this incredible ministry. Albert Reyna committed his life to Christ while inside prison walls, through the love and leadership of Kairos volunteers. All three of their stories will inspire and challenge you; reminding each of us of Jesus' call to serve the least of these.

We are currently live from The Falls Hotel in Ennistymon for the 2020 General Election Count - Clare FM's James Mulhall spoke to Ennis Fine Gael Cllr Mary Howard about her reaction to the day so far.

On this day in Tudor history, 8th January 1571, Mary Shelton (married names: Heveningham and Appleyard) was buried at Heveningham Church, Suffolk. Mary Shelton was Queen Anne Boleyn's cousin and lady-in-waiting, and may also have been King Henry VIII's mistress. She also contributed to the Devonshire Manuscript with the likes of Mary Howard, Lady Margaret Douglas and Lord Thomas Howard.  Find out more about Mary Shelton in today's talk from Tudor history author, Claire Ridgway. You can see this podcast as a video at the following link:https://youtu.be/gj6Rk75PBwg Also on this day in history, 8th January 1536, King Henry VIII celebrated news of Catherine of Aragon's death. Find out more in last year's talk - https://youtu.be/CiDHm2a3pYE

Hello everyone! Literacy Essentials by Regie Routman (Stenhouse 2018) is by far one of the most influential books I’ve read in my teaching career. It’s a book I turn to weekly for advice, insight, and encouragement in my work to bring authentic literacy to my students.  So when I was given a chance to talk to Regie herself, I knew I couldn’t pass up the opportunity. In part 1 of the podcast, we dove deep into the increasingly alarming practice of talking about students as if they are data points and not children. We discussed why we need to humanize our classrooms, and how to think about our school culture in a way that fosters equitable practices. In part 2, we took a look at some practices we are letting happen in our classes and schools that are hurting students, and what to do about them. And now in part 3, we are wrapping it all together in a discussion about why learning should be joyful—for teachers and students—and should drive us into the beauty and gift that is TEACHING. Do not miss it!  Enjoy! To listen to my talks with other literacy giants, such as Kelly Gallagher, Donalyn Miller, Penny Kittle, Mary Howard and Laura Robb, click here.    About Regie: REGIE ROUTMAN has more than forty-five years of experience working in diverse, under-performing schools across the U.S. and Canada as an educational leader, mentor teacher, literacy coach, classroom teacher, and teacher of students with learning differences. Her current work involves on-site demonstrations of highly effective literacy and leadership practices and side-by-side mentoring and coaching of principals, administrators, and lead teachers in order to improve reading and writing engagement, achievement, and enjoyment—across the curriculum–for all learners. Her many research-based books and resources have supported hundreds of thousands of teachers, principals, and educators at all levels to create and sustain trusting, intellectual school cultures where hearing all the voices and ongoing, professional learning are priorities. Regie’s most recent book is Literacy Essentials: Engagement, Excellence, and Equity for All Learners. (Stenhouse, 2018) To listen to “Literacy Essentials: The Stories”–personal and professional Stories integrated into the book—go to https://voiced.ca/project/literacy-essentials-the-stories-2/ or wherever you get your podcasts. For full information on Regie’s publications including her Transforming Our Teaching video-based, online literacy series, her PD offerings, and blogs, see www. regieroutman.org   A special thank you to Viewsonic for sponsoring this episode of the podcast! Please check out their amazing resources for teachers here.

Hello everyone! Literacy Essentials by Regie Routman (Stenhouse 2018) is by far one of the most influential books I’ve read in my teaching career. It’s a book I turn to weekly for advice, insight, and encouragement in my work to bring authentic literacy to my students.  So when I was given a chance to talk to Regie herself, I knew I couldn’t pass up the opportunity. In part 1 of the podcast, we dove deep into the increasingly alarming practice of talking about students as if they are data points and not children. We discussed why we need to humanize our classrooms, and how to think about our school culture in a way that fosters equitable practices. Today, we take a look at some practices we are letting happen in our classes and schools that are hurting students, and what to do about them. Among other topics, we hit on: Why breaking everything into parts makes learning harder for students Why "training" is not professional learning How modeling can elevate your lessons What it takes to begin innovating as a teacher, and as a student Do not miss it!  Enjoy! To listen to my talks with other literacy giants, such as Kelly Gallagher, Donalyn Miller, Penny Kittle, Mary Howard and Laura Robb, click here.    About Regie: REGIE ROUTMAN has more than forty-five years of experience working in diverse, under-performing schools across the U.S. and Canada as an educational leader, mentor teacher, literacy coach, classroom teacher, and teacher of students with learning differences. Her current work involves on-site demonstrations of highly effective literacy and leadership practices and side-by-side mentoring and coaching of principals, administrators, and lead teachers in order to improve reading and writing engagement, achievement, and enjoyment—across the curriculum–for all learners. Her many research-based books and resources have supported hundreds of thousands of teachers, principals, and educators at all levels to create and sustain trusting, intellectual school cultures where hearing all the voices and ongoing, professional learning are priorities. Regie’s most recent book is Literacy Essentials: Engagement, Excellence, and Equity for All Learners. (Stenhouse, 2018) To listen to “Literacy Essentials: The Stories”--personal and professional Stories integrated into the book—go to https://voiced.ca/project/literacy-essentials-the-stories-2/ or wherever you get your podcasts. For full information on Regie’s publications including her Transforming Our Teaching video-based, online literacy series, her PD offerings, and blogs, see www. regieroutman.org   A special thank you to Viewsonic for sponsoring this episode of the podcast! Please check out their amazing resources for teachers here.          

Hello everyone! Literacy Essentials by Regie Routman is by far one of the most influential books I've read in my teaching career. It's a book I turn to weekly for advice, insight, and encouragement in my work to bring authentic literacy to my students.  So when I was given a chance to talk to Regie herself, I knew I couldn't pass up the opportunity. To my delight, Regie is just as honest and passionate in person as she is in her many books. She doesn't waste time in our talk getting to the heart of the matter, which is that if we want to make an impact on kids in a positive way, we can't see them as numbers, or data points, or problems. If we want true equity in our schools and classrooms, we have to see them as PEOPLE first. We have to be energetic if we want them to care about the class.  We have to get them to feel loved and comfortable in our spaces.  We have to allow them to be themselves, in their writing, and in their reading.  We have to humanize school, and use research supported practices to move them in meaningful ways.  Together, we address these topics and many more in this 3 part discussion, so do not miss a minute of it! Enjoy! To listen to my talks with other literacy giants, such as Kelly Gallagher, Donalyn Miller, Penny Kittle, Mary Howard and Laura Robb, click here.    About Regie: REGIE ROUTMAN has more than forty-five years of experience working in diverse, under-performing schools across the U.S. and Canada as an educational leader, mentor teacher, literacy coach, classroom teacher, and teacher of students with learning differences. Her current work involves on-site demonstrations of highly effective literacy and leadership practices and side-by-side mentoring and coaching of principals, administrators, and lead teachers in order to improve reading and writing engagement, achievement, and enjoyment—across the curriculum--for all learners. Her many research-based books and resources have supported hundreds of thousands of teachers, principals, and educators at all levels to create and sustain trusting, intellectual school cultures where hearing all the voices and ongoing, professional learning are priorities. Regie’s most recent book is Literacy Essentials: Engagement, Excellence, and Equity for All Learners. (Stenhouse, 2018) For full information on Regie’s publications including her Transforming Our Teaching video-based, online literacy series, her PD offerings, and blogs, see www. regieroutman.org   A special thank you to Viewsonic for sponsoring this episode of the podcast! Please check out their amazing resources for teachers here.

They say if you’re doing what you love, you’ll never work a day in your life. Sometimes it can be hard to find what you’re truly passionate about. That’s why I invited Mary Howard to this week’s show. Mary is a registered nurse who is passionate in helping you keep your body healthy so that you live your life to its fullest. In this episode, Mary and I get into discussing our thoughts when it comes to living a healthy lifestyle. After all, being and staying healthy has a lot to do with our success in business and in life. We also tap into Nurse Mary’s business growing experience as she shares what things worked and what tactics didn’t when it comes to marketing her health and wellness business. We scratch the surface of talking about how to nurture communication with your contacts using email. Unexpectedly, we started discussing Russell Brunson’s Expert Secrets book, which we both highly recommend. Enjoy! Resources: Mary Howard AskNurseMary.com Powerline Health Facebook YouTube Pinterest Instagram Twitter Eric Berg, DC Jerry Peterman Building a Story Brand* | Donald Miller Building a Story Brand with Donald Miller Podcast Expert Secrets* | Russell Brunson *Note: If you click through and purchase the book with the link above, I will earn a commission at no additional cost to you. --- Send in a voice message: https://anchor.fm/mary-howard4/message

They say if you're doing what you love, you'll never work a day in your life. Sometimes it can be hard to find what you're truly passionate about. That's why I invited Mary Howard to this week's show. Mary is a registered nurse who is passionate in helping you keep your body healthy so that you live your life to its fullest. In this episode, Mary and I get into discussing our thoughts when it comes to living a healthy lifestyle. After all, being and staying healthy has a lot to do with our success in business and in life. We also tap into Nurse Mary's business growing experience as she shares what things worked and what tactics didn't when it comes to marketing her health and wellness business. We scratch the surface of talking about how to nurture communication with your contacts using email. Unexpectedly, we started discussing Russell Brunson's Expert Secrets book, which we both highly recommend. Enjoy!   Resources:  Mary Howard AskNurseMary.com Powerline Health Facebook YouTube Pinterest Instagram Twitter Eric Berg, DC Jerry Peterman Building a Story Brand* | Donald Miller Building a Story Brand with Donald Miller Podcast Expert Secrets* | Russell Brunson DotCom Secrets* | Russell Brunson *Note: If you click through and purchase the book with the link above, I will earn a commission at no additional cost to you.

Hello everyone! Today I have a special announcement: Teach Me, Teacher: Life Lessons That Taught Me How to be a Better Teacher is now available for purchase! To celebrate, I took some time to talk about the book, and read a few pages from the opening chapter. I hope that you'll take the time to listen and read the book. I wrote it for you. Buy on Amazon Buy on B&N ABOUT THE BOOK: Jacob Chastain grew up in an environment filled with drugs and violence. Inside the home that should have felt safe, fear and anxiety were the desperate norm. Stability and security eluded him as he was shuffled between family and friends that would take him in. But at school, things were different. There, day after day, year after year, Chastain’s teachers saved him. Teach Me, Teacher is the true story of a childhood marked by heartache—a story that may be similar to that of the children sitting in your classroom. It’s the story that shaped Jacob Chastain into the educator he is today. Lessons learned from his experiences as a child and as a growing educator offer reflections on the trials and triumphs facing teachers and students everywhere. From these lessons, we learn that one’s darkest moments can ultimately lead to a meaningful and fulfilling life when someone cares enough to step in and make a difference.  Written in celebration of teachers and the power of education, Teach Me, Teacher affirms that you have the power to save a life.  ———————————————— PRAISE FOR TEACH ME, TEACHER “Jacob Chastain pours his heart out on the pages of Teach Me, Teacher by sharing his personal journey through childhood trauma. His message that “action is the antidote to suffering” is a powerful reminder to us all to do more, be more, understand more, and care more for our students.” —Kim Bearden, co-founder and executive director, The Ron Clark Academy, author of Talk to Me “Teach Me, Teacher is one of the most courageous, heartbreaking, hopeful books I’ve ever read.” —Regie Routman, author of Literacy Essentials “Jacob Chastain’s raw honesty is something that we need more of in the education world.” —Halee Sikorski, A Latte Learning “Teach Me, Teacher is both an uplifting memoir and a message to all of us in education of the power we have to build relationships and make a difference for all of our students.” —Dr. Sue Szachowicz, senior fellow, Successful Practices Network “Jacob Chastain takes us on a transformational journey where past and present converge into possibility. His story of resilience and hope is a celebration of the impact each of us can have when professional purpose leads the way.” —Dr. Mary Howard, author of Good to Great Teaching “Everyone has their past, and Jacob’s had challenges. At times raw and emotional, this book allows you to experience Jacob’s journey towards understanding, acceptance, and redemption. Jacob shares example after example of how negatives in life can open doors, and his experiences can help the reader to better define a sense of purpose.” —Evan Robb, author of The Ten-Minute Principal and coauthor of TeamMakers “My heart bled for children of shattered and dysfunctional families when I read Jacob Chastain’s Teach Me, Teacher. Jacob has an insight many of us don’t inherently have as teachers. His powerful story is a reminder that as teachers, we can and do make major impacts in the lives of our students. I applaud Jacob’s willingness to be open and share his story. His book is filled with life lessons for us all, both in and out of the classroom.” —Haley Curfman, elementary educator, The Weary Teacher “Jacob Chastain has done something that is extremely difficult—he has shared parts of his abusive childhood as well as his teaching experiences to show how he transformed negatives into positives to create a meaningful life, start his own family, and becoming a reflective teacher who responds to his students’ needs. By sharing his painful memories,

Mary Howard's sixth-grade class is doing amazing things with augmented reality. This 10 minute episode highlights some of the things Mary is sharing right now at ISTE19 about her work with students in augmented reality! Enjoy! www.coolcatteacher.com/e523 Today's Promotion: Check out Jennifer Gonzalez’s 2019 Teacher’s Guide to Technology. It is a great teacher PD tool which includes videos and resources to help you learn new techniques and technologies for your classroom. Mary Howard - Bio as Submitted Mary Howard, a 6th-grade teacher from Grand Island, New York and an ISTE Certified Educator that has found success using digital tools that not only make learning fun for her students, but encourage critical thinking, collaboration, and create a life-long passion for learning. Whether the digital experience is related to Science, Technology, Engineering and Mathematics or promotes literacy, Mary believes passionately in digital equity and the potential that technology has for reaching and engaging ALL learners. In pursuit of this passion, Mary has spent the past 10 years presenting at dozens of technology conferences across New York State and has become a globally recognized speaker on the topics of augmented reality and virtual reality in the classroom. Mary shares her strategies through her blog, http://www.yoursmarticles.blogspot.com and was featured as a NYSED New York State EdTech Innovator in October 2018. She has published numerous educational technology articles and has as provided webinars on Virtual Environments, Virtual Reality, 3D Design, QR codes and engagement strategies. Mary’s accolades include recognition as the 2018 International Society for Technology in Education’s Virtual Pioneer of the Year and a Silver Presidential Volunteer Service award. She was a New York State Teacher of the year finalist for 2018 and an M & T Touchdown for Teachers finalist that same year. When Mary isn’t elbows deep in her technology initiatives, she is a mother of 3 boys and devotes her free time to refereeing youth hockey and volunteering within the hockey community. She is an avid runner and hiker and is just a few peaks away from becoming an Adirondack 46er.

Sep 22, 2018 at 5:02pm In this week's episode I decide to go back to my roots and discuss Tudor women. This podcast is about Elizabeth Stafford, wife of Thomas Howard, 3rd Duke of Norfolk and mother to Henry Howard, Earl of Surrey and my favorite, Mary Howard, Duchess of Richmond and Somerset. --  Thank you so much to you all for your continued support! If you would like to support me and become a patron, go to: patreon.com/tudorsdynasty and click "Become a Patron".  -- Written by: Rebecca Larson Voiced by: Rebecca Larson Produced by: Rebecca Larson Music Credits:  Suonatore di Liuto Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 3.0 Licensehttp://creativecommons.org/licenses/by/3.0/ 

Hello everyone! Does an ELA teacher need to be a practitioner of reading and writing? Teri Lesesne, a former middle school teacher and Professor in the Department of Library Science at Sam Houston State University, says YES YES YES! And I agree.  In part one of our discussion, we hit on popular disagreements between what educators and other commentators think quality reading instruction is, why there is a battle at all, and what the best research in the field is inviting teachers all over to implement into their classrooms. In part two, we really hit on this idea of teacher as a practitioner, and why that makes such a big difference in the quality of instruction happening in the classroom. We also take a few minutes to hit on the Lexile obsession in schools, and how it's bad for everyone involved.  Enjoy! Don’t forget to subscribe and review the show on iTunes!  For more on reading instruction, check out my episode with Mary Howard (as mentioned in the episode!)

  Produced by: Rebecca Larson Music Credits:  Suonatore di Liuto Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 3.0 Licensehttp://creativecommons.org/licenses/by/3.0/ 

#nomoreAR My friend Mary Howard delivers beautifully written passion rants when topics cause her distress or worry or anger on behalf of students and teachers who might not always be able to speak for themselves. I love her rants and the fire in the words she puts on the screen. I started blogging years agoContinue reading "Books have the lessons 01/05/19"

Hello everyone! In a world where too many educators want the short and easy answers to literacy education, Evan and Laura Robb are here to help us see the value and purpose for putting in the real work and time it takes to learn our craft, and support kids the way they need to be supported. I couldn't be more excited for part two of this conversation! In part two, we discuss where public education is going wrong in how we judge quality literacy teaching, why teachers should be learners along side their students, and how modeling from coaches and leaders is powerful for both the teachers and students to see. As far as I'm concerned, this is one of the most important episodes Teach Me, Teacher has to offer. Do not miss it. Enjoy! Don’t forget to subscribe and review the show on iTunes!  If you enjoyed this conversation, I highly recommend my discussion with Dr. Mary Howard (who we mention in this episode.)   About the guests: EVAN ROBB AUTHOR, PRINCIPAL, & SPEAKER I am a middle school principal in Clarke County, Virginia. I am a committed educator, progressive thinker, author, speaker, and fitness enthusiast. All learning begins with a question. The Robb Review Blog will contain my thoughts and thoughts of my guests about preparing our students for their future. This blog is focused on looking ahead, not looking back. Follow Evan here.   LAURA ROBB AUTHOR, TEACHER, COACH, & SPEAKER Author, teacher, coach, and speaker, Laura Robb has completed 43 years of teaching in grades 4-8. She presently coaches teachers in reading/writing workshop at Powhatan School in Virginia and coaches teachers in grades K-8 in Staunton, Virginia, Long Island, and Ann Arbor, Michigan, and West Nyack, New York. Follow Laura here. Get her books here.

This week we have another ghost tale. Stay tuned for a story of fortunes, death, and a carriage made from bones. Also, I do note in the beginning that I record late at night to avoid noise, but even at 12:30am, children were playing outside. Send some scary lady stories to this mama by emailing maliciousmamas@gmail.com and they might appear on the show! Please subscribe, download, and leave a review! It is all greatly appreciated. To see more follow @maliciousmamas on Instagram & Twitter. Enjoy and keep it real mamas.

Mary Howard’s students build and learn in Open Sim, a virtual world like Second Life. From building architectural constructs to understanding the Diary of Anne Frank, literature comes alive in this virtual world. Show Notes:  www.coolcatteacher.com/e293 April 26 is #PowerofEcon day with a noon ET Twitter chat and lots of financial literacy resources. Sponsored by Discovery Education and CME Group, join in www.coolcatteacher.com/econ

Hello everyone! Last week, I talked about how I had trouble naming our two-part episode with Todd Nesloney, but this week is different...because we dive DEEP into his new book STORIES FROM WEBB, and the amazing story behind this fantastic tribute to educators. But again, we didn’t just discuss his book on this episode, either. Truly, we discussed how community, and supporting communities, can be more powerful than any one book, idea, or person. We discussed how amazing educators are. We gushed over the Ron Clark Academy (both in part one and two). We give shout outs to all the teachers not on a podcast, or who don’t have books coming out, because of how great and amazing they are. We signal boost great educators doing their thing on the internet, like Adam Dovico, Hope and Wade King, Mary Howard, Kim Bearden, and Colby Sharp (part one and two for all). We unpack what it means to lead a school. We affirm what it means to be an educator. I couldn’t be more excited for you all to hear this two-part episode, and nab Todd’s newest book, Stories from Webb: The Ideas, Passions, and Convictions of a Principal and His School Family , as well as his other superb work, Kids Deserve It!: Pushing Boundaries and Challenging Conventional Thinking . Todd Nesloney is the Principal/Lead Learner at a PreK-5 school in Texas. He is an award winning author for his work in co-authoring “Kids Deserve It!” and “Flipping 2.0: Practical Strategies for  Flipping Your Class” and his brand new release “Stories from Webb”. He has also published a children’s book, “Spruce & Lucy”. Todd has been recognized by the National School Board Association as one of the “20 to Watch” in Education, by the Center for Digital Education as one of their “Top 40 Innovators in Education”, by the BAMMYs as the “National Elementary Principal of the Year” and the “National Elementary Teacher of the Year”, by the Texas Computer Education Association as their “Texas Elementary Teacher of the Year”, and by the White House as a Connected Educator “Champion of Change”. Enjoy! See you next week. Don’t forget to subscribe and review the show on iTunes!  

Hello everyone! I had trouble naming this two-part episode with Todd Nesloney. On one hand, I wanted to simply call it, Stories From Webb, since that's the name of Todd's fantastic new book. But as I edited the show this week, I realized this discussion was bigger than that. We didn't just discuss his book. Truly, we discussed how community, and supporting communities, can be more powerful than any one book, idea, or person. We discussed how amazing educators are. We gushed over the Ron Clark Academy (both in part one and two). We give shout outs to all the teachers not on a podcast, or who don't have books coming out, because of how great and amazing they are. We signal boost great educators doing their thing on the internet, like Adam Dovico, Hope and Wade King, Mary Howard, Kim Bearden, and Colby Sharp (part one and two for all). We unpack what it means to lead a school. We affirm what it means to be an educator. I couldn't be more excited for you all to hear this two-part episode, and nab Todd's newest book, Stories from Webb: The Ideas, Passions, and Convictions of a Principal and His School Family, as well as his other superb work, Kids Deserve It!: Pushing Boundaries and Challenging Conventional Thinking. Todd Nesloney is the Principal/Lead Learner at a PreK-5 school in Texas. He is an award winning author for his work in co-authoring “Kids Deserve It!” and “Flipping 2.0: Practical Strategies for  Flipping Your Class” and his brand new release “Stories from Webb”. He has also published a children’s book, “Spruce & Lucy”. Todd has been recognized by the National School Board Association as one of the “20 to Watch” in Education, by the Center for Digital Education as one of their “Top 40 Innovators in Education”, by the BAMMYs as the “National Elementary Principal of the Year” and the “National Elementary Teacher of the Year”, by the Texas Computer Education Association as their “Texas Elementary Teacher of the Year”, and by the White House as a Connected Educator “Champion of Change”. Enjoy! See you next week. Don't forget to subscribe and review the show on iTunes!  

I was being evaluated by my supervisor who wanted "drill and kill." I knew better, but I didn't do better. I sold out my values and my kids. I learned how to quickly handle this conflict. Follow @DrMaryHoward @jonHarper70bd @bamradionetwork Dr. Mary Howard is a leading expert in literacy, presenting seminars as an independent consultant and for the Bureau of Education and Research. She is an educator for more than 30 years, combining years of classroom experience as an elementary grade 1-6 special educator, grade K-12 reading tutor, reading specialist and Reading Recovery teacher and author of several books, including RTI from All Sides: What Every Teacher Needs to Know and Moving Forward with RTI: Reading and Writing Activities for Every Instructional Setting.

Hello everyone! Teach Me, Teacher has been around for about a year and half, and I'm amazed at how many great educators I have had the pleasure to speak with. Local gems, like the fantastic Alan Small and Andrew Simmons, to names such as Donalyn Miller and Mary Howard (by the way, limiting that list to just a few names was extremely difficult.) In any case, today, I get to add to the list of AWESOME educators I've got to discuss teaching with. Jeff Anderson, also known as The Write Guy, is a phenom of writing education. His method of "Inviting" writers to notice patterns, and then use those patterns in their own writing, is a powerful force in the classroom. I've seen it in my own classroom, and thousands of educators around the world are finding success with his techniques. I brought him on the show to discuss his newest book, The Patterns of Power, but we also hit on his philosophy with teaching writing, what teachers should do (and stop doing,) and how we should embrace the messiness of writing education. He also corrects me on the proper way to say "aaawwubbis," which was WIN all to itself. Teachers, enjoy and SHARE this one. It's one of the best of the podcast, and you'll get something from Jeff's deep insight into how to teach writing in your classrooms. Enjoy!

"I don't want our conversations to be about strategies, I want them to be about practices." And this is probably that best summary of my discussion with Dr. Mary Howard. Every word Dr. Howard says is fueled with passion and insight. I can't tell you how much fun I had bringing this two-part episode to you all. In this episode, we continue our discussion about Fearless Learning, and how she is helping educators find that zone of fearlessness through Good 2 Great Twitter chats (#G2Great), as well as other tools for educators. Dr. Howard's insight into how to lead conversations among educators is the highlight of this talk. We spend so much time talking about agenda items, that we never, or rarely, get to the 'why' we do what we do, and what that should look like in our classrooms. It's my hope that every educator who listens to this episode, teacher or admin or academic coach, brings back some of her ideas to inspire their fellow teachers to do what they do best...learn and inspire others to do the same.   About Dr. Mary Howard: Dr. Mary Howard is known throughout North America as a leading expert in literacy, presenting seminars as an independent consultant and for the Bureau of Education and Research (www.ber.org) in all fifty states and across Canada. Mary has worked with countless educators to create a research-based literacy program grounded in the current brain research. An educator for more than forty years, she combines years of classroom experience as an elementary grade 1-6 special educator, grade K-12 reading tutor, reading specialist and Reading Recovery teacher with a multitude of experiences as a reading consultant, university reading instructor, professional storyteller, author and nationwide lecturer. Her blend of research and practical application has led many to describe her as a teachers’ teacher, demonstrating a clear understanding of the realities of the classroom by translating research into practice. Mary’s seminars are fast-paced and inspiring, filled with engaging strategies that can be immediately implemented into the existing curriculum. Her no-nonsense approach provides teachers with a deeper understanding of the learning process in order to transform the teaching process into a powerful tool to maximize the potential of every child. Get Mary’s Books here

Hello everyone! I can’t believe this show gets to release content like this... Dr. Mary Howard is a professional who is astounding in her insight, her dedication, and her effectiveness in communicating with educators. If you haven't run into her on Twitter, you've probably run into the hashtag she co-created, #G2Great. If not, you're in for a real treat for this two part epic. This episode is the piece that most clearly exemplifies why I created Teach Me, Teacher. It is an episode about empowering educators to grow, to learn, and to fight for their profession in the best way they can...by getting BETTER. I needed to hear what Dr. Mary Howard had to say on this episode, and so do you. Her literacy minded message, and her advice on how to grow professionally are among the best words I've heard on the subject. Enjoy and SHARE SHARE SHARE! About Mary: Dr. Mary Howard is known throughout North America as a leading expert in literacy, presenting seminars as an independent consultant and for the Bureau of Education and Research (www.ber.org) in all fifty states and across Canada. Mary has worked with countless educators to create a research-based literacy program grounded in the current brain research. An educator for more than forty years, she combines years of classroom experience as an elementary grade 1-6 special educator, grade K-12 reading tutor, reading specialist and Reading Recovery teacher with a multitude of experiences as a reading consultant, university reading instructor, professional storyteller, author and nationwide lecturer. Her blend of research and practical application has led many to describe her as a teachers’ teacher, demonstrating a clear understanding of the realities of the classroom by translating research into practice. Mary's seminars are fast-paced and inspiring, filled with engaging strategies that can be immediately implemented into the existing curriculum. Her no-nonsense approach provides teachers with a deeper understanding of the learning process in order to transform the teaching process into a powerful tool to maximize the potential of every child. Get Mary's Books here

In the second part of our interview, ELabNYC program manager Mary Howard gives us some tips for transitioning from the research lab to the boardroom, assembling a successful biotech team, pivoting your company when necessary, and implementing financial metrics.

In part 1 of our interview, program manager Mary Howard discusses ELabNYC’s entrepreneur training and mentorship program, tells us about the different types of organizations it partners with, and shares a couple of interesting success stories.

Part two of our discussion on Chattanooga's music economy with Mary Howard Ade, Candace Davis, and Stratton Tingle. In this episode we focus on the work of SoundCorps, a non-profit organization focused on equipping and educating artists and others involved in the music industry to make Chattanooga a great place to create, play, and love music. Referenced in this episode: CVB Website - http://www.chattanoogafun.com/ CVB Video - Great American Music - https://youtu.be/eX-ARTnTJdg SoundCorps Website - https://soundcorps.org/

From the legacy of the Big Nine to the creation of one of the earliest music festivals, Chattanooga has always had a rich music heritage. But recently there has been increasing focus to expand on that heritage for the 21st century. Today's conversation involves three people involved in just such an endeavor: Chattanooga Visitors Bureau's Mary Howard Ade & Candace Davis and SoundCorp's Stratton Tingle. The first half of our conversation revolves around the impetus to focus on building our music economy and the efforts of the CVB to highlight Chattanooga as a city of music, both for locals and tourists. CVB Website - http://www.chattanoogafun.com/ CVB Video - Great American Music - https://youtu.be/eX-ARTnTJdg SoundCorps Website - https://soundcorps.org/

A LOOK AT AUGMENTED REALITY Thanks to Smartbrief and Smartblogs, we have Ed blogger extraordinaire and  fearless sixth grade teacher Mary Howard on her post, The Augmented Reality Sandbox

Are you an educator ready to strengthen your professional potential or increase your impact in the classroom? Or, did you struggle as a child to navigate the educational system and believe that your struggle can be used to elevate that impact? Do you wish you could recapture the passion for your work you once had? If you've answered yes to any of these questions, this episode has something for you. We talk with Dr. Mary Howard about her 4-decade career in education and her dedication to breathe new life into passion for teachers across North America. She'll be sharing some key strategies she teaches educators in her popular seminars and some key tips from two of her books, while also sharing her own career journey. Dr. Howard is a dynamic, caring individual who will leave you inspired to pursue your own passion and equip you with some information to help you better connect with those you serve, regardless of the business you work in. Join us!

Are you an educator ready to strengthen your professional potential or increase your impact in the classroom? Or, did you struggle as a child to navigate the educational system and believe that your struggle can be used to elevate that impact? Do you wish you could recapture the passion for your work you once had? If you've answered yes to any of these questions, this episode has something for you. We talk with Dr. Mary Howard about her 4-decade career in education and her dedication to breathe new life into passion for teachers across North America. She'll be sharing some key strategies she teaches educators in her popular seminars and some key tips from two of her books, while also sharing her own career journey. Dr. Howard is a dynamic, caring individual who will leave you inspired to pursue your own passion and equip you with some information to help you better connect with those you serve, regardless of the business you work in. Join us!

En diferents indrets del món trobem llegendes, històries, casos de tot tipus sobre fantasmes. El Silbón, el fantasma de Mary Howard... En aquest programa coneixerem casos de fantasmes molt coneguts i altres que no tenen tanta fama però que igualment ens sorprenen.

Howcee Productions Gospel at Ourstage February 21 Athletic Reunion From 40 50 60 70 80 90 2000 2015 MAY 8-9 2015 Tckets to the Banquet, please contact Mary Howard @ (251)789-2424; Mrs. Edith Crook @ 251-743-4722 Mrs. Detra DeeDee Odom @ (251) 244-0375 Old J F Shields High School Hoop Fest Tickets $5.00 Friday May 8 6PM, Athletics Banquet Tickets $25.00 Saturday May 9 6PM. Send Bio. Information All Athletic, Coaches, Cheerleaders, Band Members and Players to: Mary Howard P o Box 104, Beatrice, AL. 36425 Email @ printmom4@hotmail.com Hope Builders Ministries P.O. Box 317 Greenwood, VA 22943 Phone: 434-825-7661 Email: info@hbmin.org

Literacy consultant Joyce Gordon interviews guided reading intervention experts and educational authors Irene Fountas and Gay Su Pinnell, and RtI expert Mary Howard to discuss how the Leveled... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.

Mary Howard, author of RTI from All Sides, talks with Heinemann consultant Judy Wallis about RTI and what it means for teaching. She shares 7 keys to success and emphasizes the importance of... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.