Podcasts about professional teaching standards

Meet Michelle Singh, an extraordinary entrepreneur with a wealth of experience in education, ranging from classroom teaching to district leadership. As a former classroom teacher, curriculum specialist, and current adjunct professor, Michelle possesses an in-depth understanding of the intricacies within the education system. Currently pursuing her doctoral degree in organizational leadership at Nova Southeastern University, she is driven to excel in her field. Michelle's expertise is unparalleled, boasting multiple certifications, including the esteemed National Board for Professional Teaching Standards. With nearly five years as a district leader and 15 years of dedicated service in the fourth largest school district in the USA, Michelle has made an indelible impact on the world of education. Her versatile roles, from nurturing gifted students to leading departments and training teachers in technology integration, have bestowed her with a profound comprehension of the needs of students, parents, teachers, administrators, and district leaders. Throughout her career, Michelle encountered the challenge of meeting assessment benchmarks amidst limited resources. Her ability to transcend these obstacles, catering to the needs of all students and propelling their achievements beyond district and state assessment scores, distinguishes her as a true educational pioneer. This drive and passion led to the creation of LCT-E Learning Solutions™ and the groundbreaking EQUAL Methodology™. By placing diversity, equity, and inclusion at the forefront, Michelle transforms classrooms into innovative spaces that cultivate a profound appreciation for learning. ​Michelle's expertise is sought after by notable clients and organizations, including Microsoft, Renaissance Learning, Miami-Dade County Public Schools, and Miami Dade College, among many other prominent corporations and educational institutions. Her insights have also enriched the minds of international educators across the Caribbean and the Middle East. A best-selling author, Michelle's book "Educational Continuity During Uncertainty: Online Learning Considerations for Educators" has proven invaluable, especially during the challenging times of the COVID-19 pandemic. Parents and teachers alike have found solace in her guidance for achieving continuity in virtual learning environments. Adding to her impressive repertoire, Michelle's latest book, the "Equity & Excellence in Teaching Reflective Journal," is a go-to resource for creating inclusive spaces and addressing educational disparities. Passionate educators striving to empower all students will find this journal a key to unlocking their full potential and fostering a brighter future.  

Emily Kircher-Morris talks with Barbara Pape, Senior Director of the Learner Variability Project, about the concept of learner variability. The conversation touches on the importance of recognizing each student's unique strengths and challenges. They explore how educators can support neurodivergent learners through personalized instruction, they cover the role of technology in education, and talk about the need for a sense of belonging in the classroom. The discussion also touches on the barriers educators face in addressing learner variability and the evolution of educational policy to better support diverse learners. TAKEAWAYS Learner variability is the recognition that each student has unique strengths and challenges. Teaching to the middle does not effectively reach any student. Understanding learner variability allows educators to see design challenges rather than student problems. The Learner Variability Navigator is a tool for educators to understand and support diverse learners. Creating a sense of belonging is crucial for student engagement and success. Students should have agency in how their accommodations are presented to peers. Belonging in the classroom requires a whole child approach. Educational policy must evolve to provide adequate support for neurodivergent learners. Barbara Pape is the Senior Director of the Learner Variability Project at Digital Promise, where she led a national survey on learner variability, edtech, and teacher practice, authored the defining paper on learner variability, and co-developed the IEP Project, which emphasizes strength-based, whole-child approaches to writing IEPs. She also hosts a monthly edWeb webinar series and previously served as executive producer of the award-winning Teaching & Learning conference for the National Board for Professional Teaching Standards. Her background includes roles in public policy, having worked on former U.S. Senator Paul Simon's Senate and Presidential campaign, as well as in the U.S. Senate on the Education and Labor Committee. Barbara has contributed to numerous publications and was the editor and publisher of the first electronically delivered education newsletter, The Daily Report Card. She serves on the boards of Benetech and The Riley Project and is involved in multiple education and learner variability working groups. Previously, she was an advisor for the Kennedy Center's Intersection of the Arts and Special Education and a strategic planning committee member for Montgomery County Public Schools. She is currently pursuing a PhD at University College London, holds an EdM in reading and literacy from Harvard University's Graduate School of Education, and began her career as a middle school language arts teacher. BACKGROUND READING Facebook, Twitter/X, LinkedIn, YouTube, The Learner Variability Project, The Learner Variability Navigator The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com

What makes Friday Night Lights more than just a football movie? In this episode of the Better Learning Podcast, we explore how this iconic film captures the heart and soul of high school football in West Texas, delving into the emotional struggles, community pressures, and personal triumphs of the Permian Panthers. They discuss the reality of the high school sports culture portrayed in the movie and how it compares to today's context in Odessa, Texas. They discuss various categories for the movie, such as "Modern Remake", "Realistic and Unrealistic", and "The John Keating Character".  From lessons in resilience and teamwork to the cultural impact of the game, we uncover why this story continues to inspire and resonate far beyond the field. Whether you're a sports fan, an educator, or simply love a powerful narrative, this episode is one you won't want to miss!   Takeaways: The essence of a quality coach or teacher is the ability to motivate and encourage your students or athletes Having a common passion as a community is unifying It's up to adults to help create engaging opportunities for students   About Dr. Scott Muri: Dr. Muri joined the Ector County ISD family as Superintendent of Schools on July 1, 2019. Prior to that, he spent four years as the Superintendent of Schools for Spring Branch Independent School District in Houston, TX. During that time achievement gaps narrowed in all academic areas while overall student achievement rose. He fostered innovation in the system by incorporating the redesign process to transform the student learning experience. Prior to taking over at Spring Branch ISD, Dr. Muri served as the Deputy Superintendent of Academics in Fulton County Schools in Atlanta, Georgia, a large school district with 96,000 students and 100 campuses. Before joining FCS in Atlanta, Dr. Muri spent five years with Charlotte‐Mecklenburg Schools in Charlotte, North Carolina. His roles included Area Superintendent, Zone Superintendent, and Chief Information Officer overseeing research and evaluation, along with technology infrastructure and instructional technology innovation. Dr. Muri's educational experiences include serving as one of the first National Board Certified Teachers in the United States, high school principal, and administrator at Disney's Celebration School in Celebration, FL. Throughout his career, Dr. Muri has demonstrated a passion and ability for leading change, driving organizational effectiveness, and significantly improving student achievement while closing achievement gaps. With a focus on collaboration and excellence, Dr. Muri creates a positive and effective teaching and learning environment.   Education & Certifications: Educational Doctorate, Educational Leadership, Wingate University, Matthews, North Caro lina2011 Master's Degree, Public School Administration, Stetson University, Deland, Florida, 2001 National Board Certified Teacher, Early Adolescence/Generalist, The National Board for Professional Teaching Standards, 1994 Master's Level Work in Public School Administration, Appalachian State University, Boone, NC Bachelor of Arts in Intermediate Education and Middle School Education, Wake Forest University, Winston‐Salem, NC, 1988   Episode 211 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com. For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

In this episode of New Teacher Talk, we sit down with Dion Copeland, an early career educator from Kentucky and a candidate for the National Board for Professional Teaching Standards (NBPTS). Dion shares his journey towards becoming National Board certified, reflecting on the challenges and opportunities this prestigious process presents for teachers early in their careers. He offers valuable advice for navigating the first years of teaching, from building strong classroom practices to maintaining a positive mindset. Dion also discusses how districts can better support early career educators, emphasizing a strengths-based approach to professional development and teacher well-being. Key Takeaways:  - Dion's insights into the National Board certification process - Essential tips for thriving during your first years of teaching - How schools and districts can better support new teachers - The power of focusing on educators' strengths for long-term success Keywords:  Early career educator, National Board for Professional Teaching Standards, teacher certification, new teacher success, strengths-based approach, professional development, teacher support, classroom strategies. Connect with Dion Copeland on LinkedIn: Dion Copeland What Teachers Should Know and Be Able to Do Benefits of National Board Certification Tune in for an inspiring conversation packed with practical advice for new teachers looking to build a strong foundation in their teaching journey!

Welcome to Highest Aspirations, an education podcast focused on providing educators with inspiration and strategies to help multilingual learners achieve their highest aspirations. We have a very special guest with us today, Dr. Rebecca Palacios. This episode is dedicated to all of our educators who are in back-to-school mode and I could think of no one better to get us talking about parent engagement and early childhood education than Dr. Rebecca Palacios.  Dr. Palacios is a National Board Certified Teacher, and leading expert in early childhood education. With over five decades of experience, she is a pioneer in the field of dual language learning and specializes in curriculum planning and instructional design. In addition to being a founding director of The National Board for Professional Teaching Standards and formerly serving as its vice-chairperson, she is also a co-founder of the Texas National Board Coalition for Teaching and serves as its Treasurer. And she also serves as a Curriculum Board Member for Age of Learning, the leading education technology company that created ABCmouse.com Early Learning Academy. For full episode resources and links, find the episode recap post on our podcast page. To download the full episode transcript click here To find more podcast episodes and show notes/key takeaways, ⁠visit our podcast resource page.⁠ For additional free resources geared toward supporting English learners, ⁠visit our blog. To expand your connection within the Ellevation community by join our⁠ ⁠Ellevation Educator Facebook Group.⁠

Deanna Wynn is a Biology and Earth/Environmental Science teacher at The Middle College at UNCG in Greensboro High Point, N.C. Now in her 21st year as an educator she has taught science to students ranging from sixth to twelfth grade. A graduate of Bennett College with a degree in Biology and a master's degree from UNC-Greensboro in Curriculum and Instruction, she has had the distinct honor of being named Guilford County Schools Middle School Teacher of the Year for the 2009-2010 academic year.  Deanna continued her commitment to education by earning an advanced certificate from the National Board for Professional Teaching Standards, in Early Adolescent Science. More:   Intro and Outro music "Vicious Pen" courtesy of Moby Gratis

It's been an exciting last few months for the National Board for Professional Teaching Standards. Today, 3Ps in a Pod host Juliana Urtubey talks with CEO Peggy Brookins about recent National Board news and conversations.   Peggy shares about the vision and work of the National Board for Professional Teaching Standards and the benefits of National Board Certification for educators and their students. She also reflects on how both the U.S. House of Representatives and Senate introduced resolutions in January 2024 that recognize “the importance and contributions of National Board Certified Teachers” (NBCTs) and reflects.   More than 3,500 educators certified as NBCTs in December 2023, more than 700 than the previous year. Peggy talks about some of the dynamics that have led to that increase, including expanding the process to newer teachers and incentives at the state and district levels.   Peggy also talks about the need to better retain quality teachers and how National Board Certification can be a part of addressing that need. She speaks to how networks of NBCTs across the country are helping both advance National Board Certification and also lead in addressing the current challenges in education.   In this episode, Peggy references the Learning Policy Institute's research and tool that calculates the cost of teacher turnover in a school or district.   If you're interested in starting your National Board Certification journey, visit azk12.org.

Twenty-two Henrico County educators have earned the National Board for Professional Teaching Standards certification for the first time – the most from any school division in Virginia and the 16th largest such group in the nation. Another 24 county educators renewed their certifications. The teachers completed a rigorous certification process, which included submitting videos of their teaching, a portfolio of professional accomplishments, reflective essays, and examples of student work, all of which were subject to review by their peers. They also were required to pass an exam related to their subjects and level of instruction. Henrico had more newly certified...Article LinkSupport the show

Four educators from the Ridgefield School District recently earned certification from the National Board for Professional Teaching Standards. http://tinyurl.com/2vdb4vba #RidgefieldSchoolDistrict #RidgefieldPublicSchools #Certification #NationalBoardforProfessionalTeachingStandards #NationalBoardCertification #TessaJohnson #RidgefieldHighSchool #EvonneJoseph #KatherineStephens #ViewRidgeMiddleSchool #AmandaThornton #SouthRidgeElementarySchool #Ridgefield #ClarkCountyWa #ClarkCountyNews #ClarkCountyToday

Toni Rose is joined by Eddie Santiago to discuss National Board certification for teachers and some of the programs the organization offers, as well as the process for obtaining certification, and the benefits of having being a National Board Certified Teacher Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships) Leader Series Session 4 - Beyond Absenteeism: Equity by Design, Tuesday, October 31, 1pm ET. Register here (https://www.modernclassrooms.org/calendar/beyond-absenteeism-equity-by-design).  [National Board for Professional Teaching Standards](https://www.nbpts.org/ (https://www.nbpts.org/) Education Leaders of Color ([https://www.edloc.org/](https://www.edloc.org/)) A Nation At Risk: The Imperative for Educational Reform(1983) (https://edreform.com/wp-content/uploads/2013/02/A_Nation_At_Risk_1983.pdf) National Board's NAME - Network of Accomplished Minoritized Educators (https://nationalboardname.org/) NBPTS Score Release FAQs (https://www.nbpts.org/certification/candidate-center/score-release-faqs-for-first-time-and-returning-candidates/) National Board Conversations Podcast (https://www.nbpts.org/national-board-conversations-podcast/) Follow Eddie on Instagram @eddistotle (https://www.instagram.com/eddistotle/) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/) Special Guest: Edward Santiago.

Peggy Brookins, President and CEO of the National Board of Professional Teaching Standards, joins this episode to talk all about her experiences in the world of education. Peggy starts off by sharing her story – beginning with when she first started teaching, to how she ended up in her current role. Peggy then goes on to discuss how education has changed since she first started teaching, especially in terms of how she fostered that change at the Engineering and Manufacturing Institute of Technology at Forest Hills High School, which she co-founded. She also shares how teachers can continue to foster equitable spaces and create encouraging environments for all students. Peggy wraps up by leaving listeners with some parting wisdom and advice to consider as they head back to school in the Fall.Visit CurriculumAssociates.com/blog for the blog! Follow us on Twitter at @CurriculumAssoc and Instagram at @MyiReady, and email ExtraordinaryEducators@cainc.com to contact us with feedback, questions, or if you want to be a guest!

Today we welcome Danielle Brown, NBCT, a former host of 3Ps in a Pod, and now the senior manager of candidate experience at the National Board for Professional Teaching Standards. She and host Donnie Dicus discuss the changing landscape of education and how the National Board is approaching some of that change.  Brown first shares how her role at the National Board for Professional Teaching Standards combines her passion for National Board Certification with what her work had been at the Arizona K12 Center supporting new teachers before talking about how early career educators can now pursue National Board Certification. The National Board has updated its policy as the teacher landscape has changed, Brown explains. Allowing new teachers to pursue National Board Certification provides an opportunity for those teachers to reflect on their practice earlier than they may have, rather than getting set in routines that may need to be shifted. Brown talks about the importance of supporting newer teachers in pursuing National Board Certification both for the benefit to their own practice and impact but also as they more quickly become veteran teachers and leaders. Learn more about how the Arizona K12 Center can support you in pursuing National Board Certification at azk12.org.

In the episode we talk to Dr. Peggy Brookins, President and CEO of the National Board for Professional Teaching Standards. We discuss creative ways to get students excited about learning through Thematic Instruction as well as the benefits of certification.

Twenty-five Henrico County Public Schools educators earned their National Board for Professional Teaching Standards certification in 2022 – more than any other school division in Virginia and all but 15 in the nation. National Board certification is considered the profession's highest mark of accomplishment. In addition to those earning national certification status for the first time, 14 other Henrico teachers renewed their certifications. “This is one of the largest groups of new board-certified teachers the division has celebrated,” said Drew Baker of HCPS's Department of Professional Learning and Leadership, who helps coach teachers through the process. “The part we are...Article LinkSupport the show

Barnett Berry is a Research Professor at the University of South Carolina, and serves as Senior Director for Policy & Innovation. His work in the 1990s with the National Commission on Teaching and America's Future led to his founding of the Center for Teaching Quality in 1999, a non-profit that focused on igniting teacher leadership to transform public education for more equitable outcomes for students.  He is author of over 150 peer review articles, book chapters, and trade journal publications focused on teaching policy, teacher leadership, and systemic change in education. His two books, TEACHING 2030 and Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave, frame a bold vision for the profession's future. In 2021, he was honored with the James A. Kelly Award for Advancing Accomplished Teaching by the National Board for Professional Teaching Standards. Join us for this important conversation about educating the whole child, creating deeper learning systems, and supporting teachers as agents of change.   IN THIS EPISODE, WE DISCUSS: Three reasons why some school reforms have failed How we can reform schools without burdening teachers The benefits of collaboration and teaching as teams Using technology and community to reorganize people and schooling What we need before we can achieve whole child education   RESOURCES AND LINKS MENTIONED IN THIS EPISODE: Send Barnett an email at barnettberry@sc.edu and connect with him Twitter Check out Barnett's books, Teaching  2030 and Teacherpreneurs: Innovation Teachers Who Lead But Don't Leave Learn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library Visit us at UP Academy to learn more about our personalized and inclusive learning environment Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here   Check out my book Rebel Educator: Create Classrooms Where Impact and Imagination Meet: amzn.to/3AcwlfF   Enjoying the show? Leave us a rating and review and help more people find us! bit.ly/RebelEducatorApplePodcasts   We'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content:  forms.gle/JcKHf9DHTZnYUmQr6    Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. forms.gle/zXR2KGPK3WEmbrRZ6    Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator: www.rebeleducator.com/courses/the-accelerator   MORE ABOUT THE REBEL EDUCATOR PODCAST: In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education. This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth.

Molly McGowan Gorsuch, Director of Client Engagement at Rhodes Branding, sat down with Dr. Dan Domenech, Executive Director of the American Association of School Administrators. Dan spent 27 of his 36 years in public education as a superintendent. He also served on the U.S. Department of Education's National Assessment Governing Board, the advisory board for the Department of Defense schools, the board of directors for the National Board for Professional Teaching Standards, the Education Policy Institute, and several other national and international education organizations. Connect with Molly Connect with Dan

During the talk Professor Berry discusses his drivers, teachers as the most significant asset at schools, moving beyond test scores, the joy of learning, innovation within the classroom and school districts, community schools, the Magnolia Agriscience Community Center (MACC), and scaling up successful models.Professor Berry's work in the 1990s with the National Commission on Teaching and America's Future led to his founding of the Center for Teaching Quality in 1999, a non-profit that focused on igniting teacher leadership to transform public education for more equitable outcomes for students. Professor Berry is author of over 150 peer review articles, book chapters, and trade journal publications focused on teaching policy, teacher leadership, and systemic change in education. His two books, TEACHING 2030 and Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave, frame a bold vision for the profession's future. Professor Berry also serves as a Senior Research Fellow for the Learning Policy Institute, which seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. In 2021, he was honored with the James A. Kelly Award for Advancing Accomplished Teaching by the National Board for Professional Teaching Standards.

Today's guest is Deborah Meier, who really needs no introduction for advocates of progressive education. Meier is the founder of the modern small schools movement, that aims to reorganize larger schools into smaller, democratic ones. She was founder and director of Central Park East, a Dewey-inspired progressive school in East Harlem, New York City. She also opened Central Park East II, River East, and the Central Park East Secondary School the same neighborhood. This led her to establish a network of similarly minded schools in New York City, and eventually founding Mission Hill School in Boston.Meier is an advocate of democratic, progressive, public schools who has served on the National Board for Professional Teaching Standards, National Academy of Education, The Nation, Dissent, and more. She is a recipient of the MacArthur Fellowship, as well as the author of multiple books including the recently co-authored These Schools Belong to You and Me: Why We Can't Afford to Abandon our Public Schools. Meier is a huge inspiration to us at Human Restoration Project and we frequently draw on her work in our materials and advocacy.In this podcast, Meier and I talk about building a coalition of schools, educators, families, and community members to build and protect a progressive public education, discussing the importance of building a public education system that strengthens and models a democracy.GUESTSDeborah Meier, founding director of Central Park East and Mission Hill School, as well as various progressive democratic public schools, and author of various works including co-authoring These Schools Belong to You and Me: Why We Can't Afford to Abandon our Public SchoolsRESOURCESDeborah Meier's websiteThese Schools Belong to You and Me: Why We Can't Afford to Abandon our Public SchoolsThe Power of Their Ideas: Lessons for America from a Small School in HarlemSUPPORT THE MOVEMENT TO END GUN VIOLENCEMarch for Our Lives 2022 National Rally (June 11th, 2022)Donate: March for Our LivesDonate: EverytownDonate: Moms Demand ActionDonate: Sandy Hook PromiseDonate: GoFundMe - Uvalde, TexasDonate: GoFundMe - Buffalo, New York See acast.com/privacy for privacy and opt-out information.

Claudine James is a National Board Certified English Teacher in central Arkansas. She also has over THREE MILLION followers on Tik Tok. She joins this episode of National Board Conversations to discuss her rise to becoming the #1 Education follow on Tik Tok, and provide you with tips on how to use social media engagement to connect with your students! Be sure to follow Claudine on Tik Tok.  Don't miss out on all National Board Related updates, be sure to follow us on social media to keep up! Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

On this episode of National Board Conversations, we take a trip to Chicago to speak with Ray Salazar. He is a National Board Certified High School English teacher, powerlifter, and much more! You can check out some of his work at the White Rhino Blog and learn about his community efforts. We get to know the details of how Ray became an English teacher, his state records in powerlifting, and talk about things close to him. Give him a follow on Twitter or Instagram and I hope you enjoy the episode.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Sean is joined by Tara Blackshear and Brian Culp, authors of SHAPE America's newest book, Critical Race Studies in Physical Education. They discuss how the book came together, why the book is focused on case studies, their professional areas of focus, what you can take from this work, & more!  Resources: Critical Race Studies in Physical Education: https://us.humankinetics.com/products/critical-race-studies-in-physical-education?variant=39574437363786 #SHAPEsoWhite: https://www.tandfonline.com/doi/abs/10.1080/17408989.2020.1741533?journalCode=cpes20Transforming PETE's Initial Standards: Ensuring Social Justice for Black Students in Physical Education: https://www.tandfonline.com/doi/abs/10.1080/00336297.2020.1838305 Fighting Dehumanization in Physical Education: https://blog.shapeamerica.org/2021/02/fighting-dehumanization-in-physical-education/ Everyone Matters: Eliminating Dehumanizing Practices in Physical Education: https://www.shapeamerica.org/publications/journals/joperd/JOPERD_articles/2021/january-free-access-article-2021 Tara B. Blackshear, Ed.D., is an equity scholar who specializes in health, physical activity, and education. She is an assistant professor of kinesiology and the coordinator of the physical education teacher education program at Towson University. Before her current role, Dr. Blackshear taught for 17 years in public, private, charter, and international schools in the United States, Egypt, and Thailand. At the University of North Carolina at Chapel Hill, she held a three-year post in which she worked to prevent type II diabetes among middle school youth in the most extensive school-based physical activity intervention in the United States. Dr. Blackshear's commitment to equity is evident in her work that appears in Quest, Physical Education and Sport Pedagogy, Journal of Racial and Ethnic Health Disparities, and numerous other journals. She is actively engaged with SHAPE America, SHAPE Maryland, Partnership for a Healthier America, Physical and Health Education Canada, International Association for Physical Education in Higher Education (AIESEP), USA Lacrosse, PhysEquity, and Baltimore City Public Schools. Dr. Blackshear's research has garnered national and international attention. She has begun to have an impact on institutional change, policy, and practice, as evidenced by consultation requests from organizations and agencies that seek her help in their goal of creating culturally responsive, equitable environments. Critical Race Studies in Physical Education furthers Dr. Blackshear's unwavering commitment to confront and disrupt structures that do not serve Black youth in health, physical activity, and education. Brian Culp, Ed.D., is a professor and department chair in the WellStar College of Health and Human Services at Kennesaw State University. Prior to his current position, Dr. Culp taught at Armstrong Atlantic State University and Indiana University–Purdue University Indianapolis. Dr. Culp's research has incorporated topics under the umbrella of promoting equity. His work has appeared in journals such as Quest, Pedagogy in Health Promotion, Qualitative Health Research, and International Journal of Sports Science & Coaching as well as many other journals and books. He has also worked on projects for organizations such as Physical and Health Education Canada, SHAPE America, the Centers for Disease Control, and the National Board for Professional Teaching Standards.  Dr. Culp was inducted as the 34th fellow of the National Association for Kinesiology in Higher Education (NAKHE) in 2019. He is a past vice president and Engaged Scholar Mentor of NAKHE. Other national recognitions have included a dissertation award from the Georgia Association of Teacher Educators; the Hally Beth Poindexter Young Scholar Award from NAKHE; and the Mabel Lee Award, the Social Justice and Diversity Young Professionals Award, and the E.B. Henderson Award from SHAPE America.

Dr. Cathy Owens-Oliver is an accomplished speaker, author, instructional coach, education  policy analyst, and National Board Certified Teacher. For more than 25 years, in 46 of 50 states as well as Canada, she has provided consulting services for instructional coaches, college faculty, state boards, and state departments of education.​She is the President and CEO of Educational Effectiveness Group, a coaching, and consulting practice that helps K-12 schools and colleges of education improve teaching and solve problems that hinder student learning. ​She is the author of Why Schools Fumble, a national bestseller in Pedagogy and Educational Problem-Solving. She has presented at countless national conferences and written for leading education journals including Accomplished Teacher Magazine, the Journal of Staff Development, and the Hope Foundation's What Works in Schools newsletter. Her work also appears in the college textbook: Black Star: An Introduction to African-American Studies.​She earned her doctorate in Education, Leadership, Management, and Policy at Seton Hall University, and completed studies at NC A&T State University, and the University of NC - Greensboro (where she was a NC Teaching Fellow).  She has held senior roles at the National Board for Professional Teaching Standards, Learning Forward, Educational Testing Service, and the NC Department of Public Instruction. She has served as adjunct faculty for several colleges. She completed leadership and coaching training with the NC Center for the Advancement of Teaching, Dale Carnegie Corporation, Institute for Management Studies, Jack McDowell School for Leadership Development, and the Parker Palmer Center for Courage and Renewal. ​She has served as a director of ministerial training in NC, MI, and PA. She is the Dean of Education for the COGIC International Sunday School Department and President of the GirlsGotLIFE Foundation. Affectionately known as Dr. O, she has assisted several faith-based groups in implementing organizational change. She enjoys golf, gardening, and mentoring millennials.Support the showThanks for listening! If you enjoyed this episode, please support us on Patreon. For more leadership tools, check out the free workbooks at KylaCofer.com/freestuff. Book Kyla to speak at your event here, or to connect further, reach out to Kyla on LinkedIn and Instagram.All transcripts are created with Descript, an amazing transcript creation and editing tool. Check it out for yourself!Leadership School Production:Produced by Kyla CoferEdited by Neel Panji @ PodLeaF ProductionsAssistant Production Alaina Hulette

In every country around the world, some student is dreaming of pursuing higher education at an English-speaking university. Admissions exams like the SAT and ACT may evaluate specific reading and writing skills, but say nothing about broad fluency, especially in regard to listening and speaking English. Luckily, another test assesses English as a foreign language very well. Amy and Mike invited testing expert Michael Knab to tell us all about the TOEFL. What are five things you will learn in this episode? What is the TOEFL? Who takes a TOEFL test? How do colleges or organizations use the TOEFL IBT score? What is the format and content of the TOEFL IBT? How should a student prep for the TOEFL? MEET OUR GUEST Michael Knab is the Director of Content Marketing for the TOEFL family of English-language assessments at ETS. He joined ETS in 2002 and has been part of the TOEFL team in various roles since 2007. He is the host of the "Inside the TOEFL Test" video series and has developed numerous resources for TOEFL test takers, teachers, advisors, and institutions, including two TOEFL MOOCs. Before coming to ETS, he developed standards for accomplished teachers at the National Board for Professional Teaching Standards. He was also a middle-school English and mathematics teacher. Michael holds a Master of Arts in Teaching from Trinity Washington University and a Bachelor of Arts from Villanova University. Find Michael at MKnab@ets.org. LINKS The TOEFL Family of Assessments RELATED EPISODES SUCCESS IN COMPUTER-BASED TESTING STOP MAKING $EN$E: THE INTERNATIONAL STUDENT PROBLEM WHAT DOES IT MEAN TO BE A BAD TEST TAKER? ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

On this episode on National Board Conversations we talk to Yolanda Harman. She is an NBCT in Maryland and is a big advocate for administrators taking the plunge and going through the National Board process. You can read more about her encouragement of administrators in The Standard.  Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

In the episode we talk to Dr. Peggy Brookins, President and CEO of the National Board for Professional Teaching Standards. We discuss creative ways to get students excited about learning through Thematic Instruction as well as the benefits of certification.

On this episode of National Board Conversations we take a trip to Central Maryland to speak with a newly certified National Board Certified Teacher! Angela Killebrew achieved certification in December 2021 and joined National Board Conversations to detail her journey.  Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Jada Reeves, NBCT joins National Board Conversations to discuss the ins and outs of Component Two in the National Board process. Be sure to follow us on all our social media platforms to keep up with all National Board-related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Welcome back to National Board Conversations. In this episode, you hear from Jonathon Medeiros. He's a National Board Certified Teacher in Hawaii and joined this episode to talk about the importance of reflective writing and teaching beyond the curriculum expanding the minds and learning environment of your students. You can read more from Jonathon on The Standard. Be sure to follow us on all our social media platforms to keep up with all National Board-related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

In this week's episode we chat with Jose Luis Vilson about the state and future of NYC's education with the new chancellor, David Banks at the helm of the largest school district in the country. We also discuss teacher shortages and what that means for the future of schooling. And finally, what grade does the Biden Administration get on his education agenda? José Luis Vilson is a veteran educator, writer, speaker, and activist in New York City, NY. He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education. He has spoken about education, math, and race for a number of organizations and publications, including the New York Times, The Guardian, TED, El Diario / La Prensa, and The Atlantic. He's a National Board Certified Teacher, a Math for America Master Teacher, and the executive director of EduColor, an organization dedicated to race and social justice issues in education. He is currently a doctoral student studying sociology and education at Teachers College, Columbia University. He is now on the board of directors for the National Board of Professional Teaching Standards and PowerMyLearning. Follow José Luis Vilson on Twitter --- Support this podcast: https://anchor.fm/racethrougheducation/support

Welcome to National Board Conversations. Chayanee Brooks is a National Board Certified Teacher in Hawaii. She recently achieved certification on her final attempt. Listen to Chayanee talk about the emotions she wen through from not achieving to finally getting over the hump and achieving certification in December 2021. You can read her story in The StandardBe sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Anna J. Small Roseboro is a wife, mother, educator, and poet, is known for her work with groups like the National Council of Teachers of English (NCTE), the Conference on English Leadership, and the California Association of Teachers of English. With 40 years of experience in public and private schools, she is a National Board-Certified Teacher vetted by the National Board of Professional Teaching Standards. Ms. Roseboro has mentored the NCTE's Early Career Educators of Color cohorts and currently mentors online and coaches new writers. She was honored with the California Association of Teachers of English 2009 Distinguished Service Award and the 2016 NCTE Distinguished Service Award. --- Support this podcast: https://anchor.fm/editorknowsbest/support

Michel Morgan is a National Board Certified Teacher in Salt Lake City, Utah. Recently in The Standard, Michele discussed the impact of monitoring your crisis cycle. On this episode of National Board Conversations she talks you through the stages of the crisis cycle, and help identify some tactics to help keep you from falling into crisis.  Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Maria Peterson is National Board Certified Teacher in Montgomery County Maryland. During the pandemic she turned into a vaccine hunter helping people in her community get appointments for their vaccine getting her featured in the Washington Post, in CNN, and on Good Morning America. Maria was able to get over 30,000 people in her local community vaccine appointments. Listen to her tell her story of leadership. You can read her story in The Standard. Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Megan Jenny is a National Board Certified Teacher in Baton Rogue, Louisiana. She recently maintained her National Board Certification while going to school for her doctorate degree. Listen to Megan tell her story of achievement, and get some tips for going through your maintenance of certification. You can read her story in The StandardBe sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

We fly over to the midwest! We got a fun conversation with Carol Hofer coming up for you. She is a National Board Certified Teacher in Indianapolis, Indiana. We talk about her journey to becoming an NBCT, talk about the importance of a mentor while going through the process, and learn some things about her outside the classroom. Get more tips from Carol about the National Board process. Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

What's going on everyone, on this episode of National Board Conversations we head over to the Maryland Eastern Shore to chat with Mirta Bradner. She is a National Board Certified Teacher in Maryland and is a huge advocate for AP Courses in underserved communities having worked with Maryland Governor Larry Hogan to secure funding for AP in schools. We talk about the importance of AP courses in schools, and how taking AP Courses can be helpful to students of color. Read more about her AP advocacy journey Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

On this episode of National Board Conversations we take a trip to South Carolina to chat with Jamie Gregory. She's a National Board Certified Teacher from Greenville, SC. We talk to Jamie about the importance of school librarians. She recently wrote a blog for us discussing the importance of advocating for your school librarians, and offers some tools to help with advocating for your school one!  Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Danny Hollweg, a National Board Certified Teacher in Colorado joins National Board Conversations to discuss his blog post When Schools and Pixar Collide: The Value of a Postmortem. Be sure to follow us on all our social media platforms to keep up with all National Board-related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

On this episode of National Board Conversations, we speak to Tammy Kirkland, a National Board Certified Teacher in Oxford, Mississippi. She is the director of the World Class Teaching Program at the University of Mississippi. She wrote a blog about the emotional roller coaster she went on when not achieving certification on the first try. Tammy provides tips and strategies for understanding your feedback statements and for candidates who didn't get the score they would like we have plenty of tips for you on this episode as well. Be sure to take advantage of the Advanced Candidate Workbook to help you understand your feedback statements. Be sure to follow us on all our social media platforms to keep up with all National Board-related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

This is Season 2, Episode 11 of FocusED, and it features guest, Dan Domenech. It was originally recorded live for a studio audience in Delaware, provided as a professional development experience for Delaware teachers and leaders. Don't miss what Dan says about developing others, stepping in when we need to, managing competing priorities, and so much more. _______________________________________ Dan Domenech Brings Tons of Experience to FocusED Listeners Daniel A. Domenech has served as the executive director of the AASA, The School Superintendents Association, since 2008. Domenech has more than 45 years of experience in public education; for twenty-seven of those years, he served as a school superintendent. Prior to joining AASA, Domenech served as senior vice president for National Urban Markets with McGraw-Hill Education. In this role, he was responsible for building strong relationships with large school districts nationwide. Before he took the position at McGraw-Hill, Domenech served for seven years as superintendent of the Fairfax County, Va., Public Schools, the 12th largest school system in the nation with 168,000 students. Domenech began his teaching career in New York City, where he taught sixth grade in a predominantly black and Hispanic community in South Jamaica, Queens. He then became program director for the Nassau Board of Cooperative Educational Services, which is the largest intermediate school district in the State of New York. Following this, he was first named superintendent of schools for Long Island's Deer Park Schools and then became superintendent of schools for the ethnically diverse South Huntington School District, also on Long Island -- a position he held for 13 years. From 1994 to 1997, he was district superintendent of the Second Supervisory District of Suffolk County and chief executive officer of the Western Suffolk Board of Cooperative Educational Services. Domenech, an AASA member since 1979, served as president of AASA from July 1998 to June 1999. He is also a past president of the New York State Council of School Superintendents, the Suffolk County Superintendents Association, and the Suffolk County Organization for Promotion of Education. He was the first president and cofounder of the New York State Association for Bilingual Education. In addition, Domenech has served on the U.S. Department of Education's National Assessment Governing Board, the advisory board for the Department of Defense schools, the board of directors of the Association for the Advancement of International Education, the Board of Overseers for the Baldrige Award and the boards of the Institute for Educational Leadership, National Board for Professional Teaching Standards, Sea Research Foundation, and Education Policy Institute. Currently, he serves on the boards of the Learning First Alliance, National Student Clearinghouse, Center for Naval Analyses, Horace Mann Educators Corporation, ACT, USAC, and board chair for Communities in Schools of Virginia. He earned a Bachelor of Arts degree from Hunter College in New York City and a Ph.D. from Hofstra University in Uniondale, N.Y. ------------------------------------------------------------- Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com where we publish free leadership content. Go to the site, subscribe, and you'll get all of our content sent directly to your email. FocusED is your educational leadership podcast where our mission is to dissect a particular focus for teachers and school leaders so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

In this episode of National Board Conversations, we discuss the National Board Standards with Jami Fowler-White, NBCT. Jami stresses the importance of embodying the National Board standards as an educator. We also find out a little bit about her outside the classroom and what keeps her going. Be sure to follow us on all our social media platforms to keep up with all National Board related updates.Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

Stephanie has a career of service, serving in positions such as: Past Oklahoma Association of Health, Physical Education, Recreation, and Dance (OAHPERD) President (2014), and continues to serve the OAHPERD Board and Council as a committee member for Professional Development. Oklahoma National and State Teachers of the Year Chapter President. Southern District, Leadership Council as a Member at Large, and Professional Development coordinator. SHAPE America Physical Activity Leader Trainer Committee member in the development of the National Board for Professional Teaching Standards in Physical Education (Second Edition, 2014). Program manager for the Oklahoma Academic Standards for Physical Education Committee and the subsequent curriculum framework development committee. Recently she worked with the Center for Curriculum Redesign participating in their Context in Competencies Study for the 21st Century Learner. Currently serving as Co-Chair of the Membership Committee for the National Academy of Health and Physical Literacy. She has also received several prestigious honors and awards: Oklahoma Teacher of the Year Betty Ambercrombie Scholar Award, Oklahoma Association of Health, Physical Education, Recreation and Dance, October, 2018 Virginia Peters Higher Education Award, Oklahoma Association of Health, Physical Education, Recreation and Dance, October, 2016 East Central University Distinguished Alumnae, East Central University, February, 2011 Honor Award, Oklahoma Association of Health, Physical Education, Recreation and Dance, October, 7, 2010 East Central University Education Hall of Fame Inductee, College of Education, East Central University, April, 2008 Shawnee Public Schools Teacher of the Year, Shawnee Public Schools, February, 2007 Masonic Teacher of Today, Oklahoma Masonic Lodge, September, 2007 Certified Employee of the Month, Shawnee Public Schools, December, 2006 Teacher of the Year, Will Rogers Elementary, Shawnee Public Schools, 2006 Best Practices Award, State Department of Education Healthy and Fit Schools, November, 2005

In this episode of National Board Conversations, we speak to Michael de la Torre, NBCT, about planning your National Board Journey. He's a National Board Certified Teacher and the Program Coordinator for the LAUSD Support Network. We also speak to Michael about some of the animal conservation he has done over the years. Be sure to follow us on all our social media platforms to keep up with all National Board related updates. Twitter: @NBPTSInstagram: @NBPTSFacebook: The National Board for Professional Teaching Standards

#SOULutionsForMen #CraigKing #PodcastCraig Q King (Husband | Father l Author l Educator | 21 Year Survivor)Mr. Craig Q. King is a native of Manning, South Carolina and currently resides in Columbia, South Carolina. He serves as Director of Governmental Affairs for the Palmetto State Teachers Association. In this position, he advocates for public education in South Carolina. He is a former third grade teacher and taught at Whittaker Elementary School in Orangeburg, South Carolina for seven years. Mr. King is a National Board Certified Teacher holding his certification as an Early Childhood Generalist. He is a 2004 and 2007 graduate of South Carolina State University where he received his B.S. in Elementary Education and his Master's degree in Rehabilitation Counseling. He is the 2007-2008 District Teacher of the Year for Orangeburg Consolidated School District Five and the recipient of the 2008 Charles Dickerson Community Service Award given to one South Carolina teacher for service to the community. Mr. King was also selected as Teacher of the Week twice on February 2007 and December 2007 by WLTX News 19.Mr. King served as adjunct professor with South Carolina State University's Honors College teaching Leadership Development for two years. He also serves as an education consultant for the Association for Supervision and Curriculum Development, Thurgood Marshall College Fund, and the National Board for Professional Teaching Standards.Mr. King is passionate about service and uplifting his community. He is a mentor and counselor for children with cancer and volunteers with the Palmetto Health Children's Hospital and Camp Kemo Programs. He has been an annual contributor to the American Cancer Society's Relay for Life and Camp Kemo Programs for over 14 years and is the founder of Craig Q. King's Celebration of Life Gala which raises funds for Camp Kemo and the Relay for Life. Along with his family and support from the community, over $100,000 has been raised for cancer research and programs that support individuals affected by cancer. Mr. King is an avid supporter of the Adopt a Highway program and has developed a Lego Robotics Camp for local churches and youth groups. He has partnered with United Ministries of Manning, SC and Friends of the Homeless of Columbia to collect food, clothes, and raise money for the homeless and needy. Craig also dedicates his birthday every year paying it forward. He started the Craig Q. King's Pay it Forward Birthday in 2010 and has paid it forward every year since.Mr. King is the author of the book, The Path to Exceptional Living: 15 Lessons to Living an Extraordinary Life. Mr. Craig Q. King is a proud 18-year cancer survivor and understands his purpose in life is to capture, inspire, teach, and serve the people of the world!

Dr. Dayna Laur is a veteran high school social studies teacher and career academy coordinator. For fourteen years, she taught Advanced Placement U.S. government, U.S. history, global studies, and law and engaged in extensive co-teaching experiences in a special education setting. Dayna holds a B.A. in History from Virginia Tech, an M.Ed. in Curriculum and Instruction from the University of Pittsburgh, an M.S. in 21st Century Teaching and Learning from Wilkes University, and an Ed.D. in instructional systems design and technology from Sam Houston State University. She is a two-time National Board for Professional Teaching Standards certified teacher. During her teaching tenure, Dayna worked closely with the Classrooms for the Future initiative in Pennsylvania, presenting to teachers, instructional technology coaches, administrators, and higher education faculty members on ways in integrate project-based learning in a technology-rich classroom environment. She frequently keynoted events and served as a model teacher to the 500 school districts in the Commonwealth. She was a featured model teacher for Authentic Based Classroom Instruction as produced by the National Institute for Professional Practice. Edutopia also featured Dayna as a model teacher for Interdisciplinary PBL in their Schools That Work Series. During her high school teaching career, Dayna won numerous awards from national organizations and Pennsylvania.Upon leaving the brick-and-mortar classroom, Dayna consulted for several leading national organizations including the Buck Institute for Education and Partnership for 21st- Century Skills. In 2014, Dayna, and Dr. Tim Kubik, founded Project ARC to facilitate partnerships between teachers and technical experts in developing a learning ecosystem that engages learners in authentic project learning experiences (APLEs). At Project ARC, Dayna strives to empower educators and their learners by implementing APLEs, a topic she pioneered in her 2013 book, “Authentic Learning Experiences: A Real-World Approach to PBL” and followed up with more detailed PreK-3, 4-8, and 9-12 versions of the text. You can learn more about Dayna and Project ARC here. 

The Fall of 2021 will quickly be here, and although it might feel like we're "back to normal" in many ways, it will be a far cry from the normal we felt like we had in previous school years. But that's not a bad thing - in fact, we prefer to see it as an opportunity, and our conversation with Assistant Superintendent of Curriculum and Instruction Josh Schumacher will help reflect on what our experience was this past year and how we can best prepare for the fall. Assistant Superintendent for Curriculum and Instruction Joshua Schumacher directs District programs that provide student instruction and curriculum services, as well as long-range planning for education programs. Mr. Schumacher also oversees District student activities and athletics, as well as student college and career readiness. He is responsible for staff professional development planning, district and school improvement planning, and the English as a Second Language program. Prior to being named assistant superintendent, Mr. Schumacher served as principal at Hoffman Estates High School from 2016-2020. Before being named principal, he served as an assistant principal at Hoffman Estates High School with responsibilities as activities director and overseeing building and grounds from 2014-2016, and responsibilities in the discipline office from 2011-2014.  He served as the school's dean of students during the 2009-2010 school year. Mr. Schumacher began his teaching career as a biology and physical science teacher at Hoffman Estates High School in 2003, also serving as the boys swimming head coach from 2003-2011 and the girls swimming head coach from 2004-2010. He earned his bachelor's degree in biological science from Illinois State University and his master's degree in curriculum and instruction from Olivet Nazarene University. He earned a second master's degree in educational administration from Northern Illinois University and is working on his doctorate in teaching and learning through Illinois State University. Mr. Schumacher is a nationally certified teacher through the National Board for Professional Teaching Standards, and also was recognized by the Illinois State Board of Education with a Those Who Excel award in 2014 as part of the Hoffman Estates High School SOAR Core Committee.

The National Board Certified Teacher journey doesn’t end with certification. In today’s episode, we cover one area that follows after certification: the maintenance of your National Board Certification. NBCTs Hannah Jones and Alexis LaDuca join 3Ps in a Pod hosts and NBCTs Donnie Dicus and Kathleen Paulsen to talk about what the original National Board Certification process meant to them, what NCBTs must do to maintain their certification, and why they decided to pursue that process. If you are an NBCT, you can learn more about the Maintenance of Certification process on the National Board for Professional Teaching Standards website. The Arizona K12 Center will also directly contact all eligible Maintenance of Certification candidates about upcoming support opportunities. If you are a teacher interested in learning more about the process of becoming a National Board Certified Teacher, consider joining our upcoming National Board Pre-Candidacy Class where you will build a system of support, learn about the process, and decide if you want to pursue certification. Find information and register for our June class at azk12.org/PreCan2021. Learn more about the Arizona K12 Center at azk12.org.

Thirty-two Henrico County Public Schools teachers earned certification from the National Board for Professional Teaching Standards this year – the most of any Virginia school system and the sixth-most of any system nationally. It was the most teachers ever to earn the designation in one year in the county. HCPS is now fourth in Virginia in the number of board-certified instructors on staff. To earn certification, teachers must submit detailed portfolios to be reviewed by their peers that include videos of the candidates teaching, documented professional accomplishments, reflective essays and examples of student work. Teachers also must pass an exam...Article LinkSupport the show (http://henricocitizen.com/contribute)

Sharif El-Mekki is a celebrated teacher and respected member of his community. He is the CEO of the Center for Black Educator Development and along the path of his career, he has held positions as a teacher, principal, and administrator. While he personally has not pursued National Board Certification in his long career, Sharif is a huge supporter of the process and promotes certification throughout his community. He is a valued partner of the National Board for Professional Teaching Standards and currently sits on their board of directors. In this episode, we will discuss how the National Board certification is helping to champion equity and equality within the education system. We explore why it is essential for teachers to be mindful and ensure they are offering their students an equitable education. We unpack why it is important to certify and how the National Board Certification is beneficial for creating an enhanced and considered education for students.

While each state determines its own teacher licensure and re-licensure requirements, for over thirty years the National Board of Professional Teaching Standards has worked to advance teaching through a voluntary National Board Certification process. North Carolina is the top state in the entire nation when it comes to the number of National Board Certified Teachers employed in our schools. This week we will hear from the head of the National Board of Professional Teaching Standards and a district and teacher leader to learn more about why National Board Certification is so important for NC. Guests: Carolann Wade, NBCT, Administrator for Human Capital and National Board Certification, in Wake County Schools Peggy Brookins, NCBT, President and CEO of National Board for Professional Teaching Standards Dr. Kellie Jackson, NBCT, K-12 Certified Reading Specialist, works at GCS as instructional coach and testing coordinator

Brent Maddin talks with Peggy Brookins, President and CEO of the National Board for Professional Teaching Standards, in advance of Building the Next Normal, the January 2021 convening hosted by ASU's Mary Lou Fulton Teachers College, where Peggy will be a featured expert.Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. Follow MLFTC on Twitter at @asueducation and follow Peggy at @Pbrookins44. Share this episode with #NextEducationWorkforce.1:30: Peggy shares about her professional background, including her vision for the Engineering and Manufacturing Institute of Technology at Forest High School (EMIT), the school she co-founded in 1994.6:59: Peggy shares her perspective around broader outcomes for both learners and educators. 11:29: Peggy proposes educational policy leaders--local, state and federal--should teach while holding their policy roles so that they have a better understanding of what is currently happening in classrooms and communities.13:33: Peggy advocates schools bring community educators into classrooms to share their expertise with students.16:58: Peggy recommends readings educators might consider exploring before they join her at Building the Next Normal, the January 2021 convening hosted by ASU's Mary Lou Fulton Teachers College. 

Kimmie Fink Show Notes “I think it’s very important for coaches and all caring adults to know who is safe to talk about the child’s identity with.” The purpose of the Student Fitness Experts Podcast series is to empower and educate anyone that works with kids, in a way that benefits the whole child to become successful, strong, and empowered young adults. In this episode of the SFE Podcast, Karen Gilbert, alongside her co-host, Farah Zweig, interviewed veteran educator and Associate Editor of Branded Content at WeAreTeachers, Kimmie Fink. With Kimmie as our special guest for the day, this episode has thrown light on a lot of factors that go unnoticed throughout our teaching-learning journeys. Kimmie discusses the need to make classrooms and schools inclusive of LGBTQ families and says that it would not only strengthen the bond with the kids’ families but would also help bring a feeling of connectedness in school and make the child find an environment of emotional safety. She talks about preventing bias-based bullying in schools and the growing need to support Transgender and non-binary students. Kimmie, with such simplicity and honesty, tells us how to help kids understand and adapt to the diversities around them and grow in the changing world of today. Tune in to learn how you can plant the idea of diversity in your kids and set them up for ultimate success.   About the Guest:   Kimmie Fink is a veteran educator with 13 years of classroom experience. Issues of diversity, equity, and justice have always been central to Kimmie’s work with children and families. Kimmie is currently a Certified National Facilitator for Welcoming Schools, a project of the Human Rights Campaign. Kimmie also works as an associate editor at WeAreTeachers and teaches courses in for the Bullying Prevention Certificate as part of Hamline University’s Graduate Continuing Studies Program. Her writing has been featured on Romper, Scary Mommy, Mabel + Moxie, POPSUGAR, CafeMom, BLUNTmoms, NextGen MilSpouse, and Sammiches and Psych Meds.  Kimmie is also a Middle Childhood Generalist, certified by the National Board for Professional Teaching Standards. Kimmie says that while on her high school days, she had decided that she wanted to be an elementary school teacher. She completed her degree in just 3 years because she was sure of what she wanted to become. Kimmie is a very determined and influential individual who gives us a lot of reasons to implement her words of advice in our day-to-day lives.   TimeStamps:   [00:47] About Kimmie Fink, a snippet of her Journey [02:08]  Kimmie Fink talks about her personal journey [03:05]  Kimmie on what the National Board for Professional Teaching Standards certification is [04:08]  Kimmie’s life-changing experience [07:15]  On deciding to make writing a source of revenue [09:51]  About “Welcoming Schools” [12:00]  Kimmie’s advice to educators or coaches on communicating the right way [15:37]  Kimmie talks on how to help coaches get familiar with LGBTQ families [16:39]  Kimmie’s take on elementary school education and how it has evolved over time  [20:50]  About parents who aren’t very supportive  [22:51]  Kimmie talks about depression among the minority kids [24:21]  To kids who are unaware of gender differences and changes [27:40]  How to ask about the family structure of kids [29:51]  Kimmie, to her 13 year-old self [31:58]  What “fearless” means to Kimmie [36:18]  On people who influenced Kimmie [42:39]  Kimmie talks about the role of fitness in her life [49:43]  Kimmie’s final message to coaches or educators working amid the pandemic [56:32]  Connect with Kimmie Fink   Quotes:   “Whatever my kids’ identities are, I want them to know that they are accepted and welcomed and valued.”   “People are afraid of saying the wrong thing and so, sometimes they don’t say anything at all.”   “I think it’s very important for coaches and all caring adults to know who is safe to talk about the child’s identity with.”   “I think what’s really important is giving kids the language to talk about it.”   “Taking calculated risks is a good thing.”   “Hey! I’m weird. Take me or leave me. This is the entire package!!”   “It taught me that these limits that I’m putting on myself are pretty arbitrary.”   “This is an unprecedented opportunity for them to just be kids.” Connect with Kimmie :   Twitter : https://twitter.com/kimothy04 Website : http://www.kimmiefinkconsulting.com/  

Continuing with our exploration of the Professional Teaching Standards in Wales, this week we break down and discuss the Blended Learning Experiences standard. Found under Pedagogy > Advancing Learning strand, we hope this episode helps you make sense of the standard as well as giving you some ideas for experiences you could write about in your PLPs. As always, please drop us a tweet and let us know what you think @vision4teaching.

We've been asked many times if we can give NQTs some ideas or guidance on writing experiences in their Professional Learning Passports. So we've decided to explore each standard individually, break it down and discuss it and then hopefully give you some ideas for experiences you could write about. The first one we've chosen to explore is Assessment, found under Pedagogy > Refining Teacher in the Professional Teaching Standards in Wales. We hope you find it useful, please drop us a tweet and let us know what you think @vision4teaching. Which standards would you like us to explore next? Drop us a tweet or a message and we'll be sure to explore it in the near future!

At the end of this episode Waikiki Elementary School educator, Lory Peroff read the following excerpt from a poem: The people I love the best, Jump into work head first, I love people who harness themselves, an ox to a heavy cart, Who pull like water buffalo, with massive patience, Who strain in the mud and the muck to move things forward, Who do what has to be done, again and again. (Marge Percy “To Be of Use”) In so many ways, Percy's stanza captures what Lory thinks, what she feels and how she approaches each day with her family, her faculty colleagues and her student learners. On several occasions Lory has described herself as “doing things I didn't know I couldn't do.” Amen, Lory! Lory's journey, in this episode, starts with the Pease Corps in Uzbekistan, moves to Tonga, then to Boston and ultimately to Hawaiʻi. Along the way her focus is relentlessly on kids. She has taught 4th and 5th grade in Honolulu and in Taiwan. Her undergraduate degree, from the University of Colorado, is in the arts and psychology. She has a masters in elementary education from the University of Hawaii at Manoa, where she earned a 4.0 GPA. While at the University of Colorado she did an exchange program in Ghana, West Africa. Lory has lived and worked on multiple continents. Her worldview is expansive and she has great range. Lory is an advocate for teachers as writers, and has written extensively on life and learning for Honolulu Civil Beat, Medium, Education Week and the National Board for Professional Teaching Standards.  She is a distance swimmer and runner, and loves to travel. Most of all, Lory is hugely respected in public, private and charter school circles in Hawaii. Her voice is clear and strong. She is #publicschoolproud and a leading light for whole child instruction. (Post production and original theme music provided by Daniel Gilad at DG Creations. To learn more about Daniel's work, or if you are interested in hiring him for your next music gig, email him at dgcreations808@gmail.com or navigate to his Facebook page.) The post 43. The Epic Journey of Lory Peroff, So Far appeared first on @MLTSinHawaii .

Ray Pastore #13 - Interview with Van Dempsey, Ph.D., Dean of the Watson College of Education, UNCW Van O. Dempsey III, Ph.D., is the dean of the University of North Carolina Wilmington's Watson College of Education. In his previous role at FSU, Dempsey oversaw the assessment of learning and academic programs, and the evaluation of strategic initiatives and organizational effectiveness. Prior to this role, Dempsey served as the Dean of the School of Education, Health and Human Performance at FSU. His accomplishments include leading the state in the implementation of new standards for teaching practice; securing over $1,250,000 in external funding; and collaborating with forty professional development schools and six school districts. Prior to FSU, Dempsey was a faculty member as West Virginia University and also served as the Director of the Benedum Collaborative, which was nationally recognized for its teacher education program and school-university partnerships. Dempsey has served in several state and national leadership positions. He was a founding member of the Board of Directors of the National Association for Professional Development Schools; served on the Executive Committee of the National Network for Education Renewal and the WV Commission for Professional Teaching Standards, serving as chair for three years. He currently serves on the WV Board of Education's Higher Education High Quality Educator Stakeholder Committee. Dempsey is the recipient of a National Academy of Sciences Board on Children, Families and Youth “Frontiers of Research on Children, Youth and Families” national award and has published numerous articles and chapters. Dempsey holds a Ph.D. in Social and Cultural Foundations from the University of North Carolina at Chapel Hill. He also received his Master of Arts in Teaching in Social Studies Education and his Bachelor of Arts in Education from UNC at Chapel Hill. Prior to working in higher education, Dempsey was a high school social studies teacher in Fayetteville, NC and Pittsboro, NC. Source of profile: https://uncw.edu/news/2015/05/uncw-names-van-o.-dempsey-iii-dean-of-the-watson-college-of-education.html --- Support this podcast: https://anchor.fm/rayme-pastore/support

David Haynes is the author of seven novels for adults and five books for younger readers. He is an Associate Professor of English at Southern Methodist University where he directs the creative writing program. He also teaches regularly in the Warren Wilson MFA Program for Writers and has taught in the MFA Programs at the University of Missouri-St. Louis, Hamline University, and at the Writer’s Center in Bethesda, MD, and at the Writers’ Garret in Dallas. David received a fellowship from the Minnesota State Arts Board, and several of his short stories have been read and recorded for the National Public Radio series “Selected Shorts.” His sixth and most recent novel is The Full Matilda. He is also the author of a series for children called “The West Seventh Wildcats.” For fifteen years David served as a teacher in urban schools, mostly teaching middle grades in Saint Paul, Minnesota. He worked on numerous school reform efforts, including developing the influential Saturn School of Tomorrow, where he served as Associate Teacher for Humanities. He has been involved in the work of the National Board for Professional Teaching Standards, coordinating efforts of the nation’s finest educators to develop standards in the fields of social studies, vocational education, early childhood education and for teachers of students whose first language is not English. He is currently a director of the Association of Writers and Writing Programs (AWP) and is the Founder and Project Director for Kimbilio.

I'm thankful to have had this round table discussion with my wonderful colleagues Laura Pendergast, Jessica Boland, and Carrie Mcewen about the role of the Pedagogical Coordinator and the work that we do at The KAUST School in Saudi Arabia. The role itself is a very unique one that not only involves being a coach, collaborator,  consultant, and curriculum coordinator but also to work side-by-side with the amazing teachers in our school helping to support them with their own professional growth journeys. Not a day goes by when I am not extremely appreciative and thankful to do the work that I do at the school and to be a part of such a great leadership team at Gardens Elementary School. A special thanks to Laura, Jessica, and Carrie for their willingness to share their insight and experiences. About LauraBorn and raised in small-town Ontario, Canada I always knew I wanted to be a teacher.I was very fortunate to attend local schools that were brimming with kind and passionate teachers who always went above and beyond to help me and my fellow students. I saw from an early age the power of teachers in my own life and the lives of my peers. While in university in Canada, and facing an unstable job market for newly qualified teachers, I decided to teach aboard. The plan was to spend two years teaching overseas in Kuwait and then move back home to Canada to continue my career. Well, nearly 15 years later I am still teaching overseas. Currently, I am a Pedagogical Coordinator at the KAUST School in Thuwal, Saudi Arabia.As a mother to three young boys I am furthering my own beliefs around learning and researching more about the power of play. I am finding ways to sneak vegetables into every meal I serve. Most importantly, I am eternally grateful for the opportunities to travel and connect with other people that life as an international Educator has brought me and my family.Twitter: https://twitter.com/penderlcAbout JessicaJessica Boland always knew that she would be a teacher.  As an educator for 20 years, in the states and internationally, she has held many roles, such as an elementary teacher, mathematics coach, Asst. Director of Math and Science and is currently working as a G1 Pedagogical Coordinator at KAUST. In addition to having two Masters in Curriculum and Instruction and Mathematics Education, she received the Presidential Award for Excellence in Mathematics Teaching for the state of Arizona in 2010 and received National Board Certification for Professional Teaching Standards as an Early Childhood Generalist in 2008 and received renewal in 2017. She contributed classroom vignettes and student work to the book, Beyond Answers: Exploring Mathematical Practices with Young Children. About CarrieI'm American, born in Iowa, grew up in Ohio and in 1998 started my teaching career in Texas.  I've been teaching internationally now for 17 years, in Syria, Bangladesh and now Saudi Arabia at the Kaust School.  My classroom experience is in the early years, teaching kindergarten, first and second grade.  My undergrad degree is in early childhood education and my masters is in International Education.  Four years ago, after a number of years in the classroom, I moved into the role of pedagogical coordinator.  I feel so fortunate to have opportunities to work alongside such highly professional teachers.  From our partnerships we work together to really have a lasting impact on student learning and growth. Twitter: https://twitter.com/clmcewenSpecial thanks to Bronx band Conversing with Oceans & Alex Bondarev for creating the podcast music.https://www.conversingwithoceans.com/

Doing is all about developing the acuity to redirect actions, building decision making muscle that results in the ability to get things purposely done. Katherine exemplifies this idea in her personal and professional life, sharing that it is not always easy, “We as women particularly need to embrace discomfort, and that’s hard for us.” She highlights that hoping is not doing, underscoring how “Respect and credibility are built by what you actually do in your work. Join in this rich dialogue about how purposeful doing leads to a juicy influential life!Katherine Bassett is Chief Executive Officer/Co-Founder of Tall Poppy, a nationwide consultancy firm providing leadership development and other services to schools, districts, associations and connecting educators with opportunities in policy, research, and advocacy. Additionally she co-founded Research and Assessment Design: Science Solution, radssolution.com, to assess social and emotional learning skills across career verticals which include incarcerated citizens, reentry citizens, educators, students and workforce. Past experience includes being President/CEO for the National Network of State Teachers of the Year, the Director of Policy and Partnerships for The Center for Educator Effectiveness at Pearson, and for twelve years with Educational Testing Service, Princeton, NJ as the Director of Educator Relations Group and other leadership roles. She also served as the Assessment Developer/Facilitator for the National Board for Professional Teaching Standards. The genesis of her career was as a Library Media Specialist, Ocean City Intermediate School in New Jersey.She has an M.A. in Elementary Education along with a Post-Graduate Certificate in Computers in Education from Rowan University, Glassboro, NJ, and a B.S in Educational Media/Library Science from Millersville University, Millersville, PA. Katherine has received numerous awards and honors for her work, such as being the 2000 New Jersey State Teacher of the Year, New Jersey State Legislature Honoree & Congressional Honoree and twice being the New Jersey Best Practices awardee. She is an expert educator and executive volunteer with respect to education assessment and standards development. She is highly published and a sought after national speaker.

During this mini episode, You, Me, and Your Top Three host and CGS Advisors CEO, Gregg Garrett, speaks with Deborah Parizek, Executive Director of the Henry Ford Learning Institute, regarding the future of education. She addresses how the COVID-19 pandemic has shortened the cycle for change in new education models as well as for disruptive corporate learning and development models. She also shares tips for parents to balance their role as a leader at work, at home and now as an ad hoc educator. About Deborah Parizek A non-profit leader and educator with 25 years of experience in dynamic learning environments, Deborah Parizek drives HFLI’s efforts to provide workshops, programs and site coaching that pair effective education and human-centered design approaches, empowering learners to lead transformational change in, with and for their community. She is known for cultivating the conversations, empathy, and capacity critical to addressing complex challenges. Deborah was recognized by Crain’s Detroit Business in 2018 Notable Women in Nonprofits report, and by Corp! Magazine as a 2019 Most Valuable Professional. Prior to joining HFLI in 2005, Deborah designed and directed extensive teacher leadership development programs for multiple school systems and earned the distinction of Master Teacher from the National Board for Professional Teaching Standards. She served as one of the founding teachers of Henry Ford Academy in Dearborn, Michigan, helping shape its vision and write curriculum for many of its core components, including the Senior Mastery Process. Deborah earned an M.A. Educational Studies, an M.A. in Chinese Languages and Literature and a B.A. in Chinese and Russian Studies, all from the University of Michigan. A thoughtful champion of Design Thinking’s role in changing how we learn and lead, Deborah is a frequent presenter at national and local events, consistently sharing actionable information with real-life applications. Show Highlights 1:23        A focus on education as parents look to balance their role(s) at work, at home and now as an ad hoc educator 2:25        Deborah Parizek, Executive Director of the Henry Ford Learning Institute 3:40        Education in times of disruption and ambiguity: What should leaders focus on? 5:38        Resiliency or adaptability: How is education changing? 9:09        Disruption to the education system: Will it force other systems to adjust their norms? 13:45      Leader at work, at home and as an ad hoc educator: How do parents balance this new lifestyle? 18:45      Hints at how to educate and prepare people for success as new ways of working emerge Additional Information Contact Deborah Parizek: Parizek’s email   Contact Gregg Garrett: Gregg’s LinkedIn Gregg’s Twitter Gregg’s Bio Contact CGS Advisors: Website LinkedIn Twitter

Nadja talks about how it is possible to rise above fractured circumstances sharing “There’s no way for our past to not define us, It is a part of our fabric, our psyche and our personality, but it doesn’t have to paralyze us. We can use it to fuel us, build grit and a growth mindset, turning it into a positive.” Nadja has done just that, developing perspicaciousness at a very young age, and using the practice throughout her life to achieve influential success every step of the way.Nadja Young is the Director of Education Practice and Federal Government Teams, Public Sector, for the SAS Institute. She leads national education analytic projects in all 50 states, and across six Federal Civilian Departments including the U.S. Department of Education, U.S. Department of Transportation, U.S. Department of Agriculture, U.S. Department of Commerce, U.S. Department of Housing and Urban Development, and the Social Security Administration.Nadja began as a Career and Technical Education Teacher, along with Varsity Dance Team Coach, at Chaparral High School in Parker, CO. She became a Certified Teacher for the National Board for Professional Teaching Standards at Wake County Public School System, Raleigh, NC. Prior to her post with SAS, she was the Curriculum and Assessment Development Contractor for the North Carolina Department of Public Instruction. For three years Nadja was part of the professional dance team for the Denver Nuggets Basketball Team. She is an accomplished national speaker. Her B.S. degree is in Marketing Management from Virginia Polytechnic Institute and State University, and her M.A. in Secondary Education is from the University of Phoenix in Denver. Nadja and her husband Tony have two daughters and live in North Carolina.

Nadja shares her compelling story of growing up with all the odds stacked against her - low income family, fatherless home, parents without college degrees, mother with significant mental illness, father in federal prison from robbing banks, chronically absent from school, in and out of social services protection - only to become a strong, confident woman. She learned to be perspicacious at a very young age when most are shielded by their parents, connecting dots to create a pathway out of chaos that led to a happy, secure life. Nadja Young is the Director of Education Practice and Federal Government Teams, Public Sector, for the SAS Institute. She leads national education analytic projects in all 50 states, and across six Federal Civilian Departments including the U.S. Department of Education, U.S. Department of Transportation, U.S. Department of Agriculture, U.S. Department of Commerce, U.S. Department of Housing and Urban Development, and the Social Security Administration.Nadja began as a Career and Technical Education Teacher, along with Varsity Dance Team Coach, at Chaparral High School in Parker, CO. She became a Certified Teacher for the National Board for Professional Teaching Standards at Wake County Public School System, Raleigh, NC. Prior to her post with SAS, she was the Curriculum and Assessment Development Contractor for the North Carolina Department of Public Instruction. For three years Nadja was part of the professional dance team for the Denver Nuggets Basketball Team. She is an accomplished national speaker. Her B.S. degree is in Marketing Management from Virginia Polytechnic Institute and State University, and her M.A. in Secondary Education is from the University of Phoenix in Denver. Nadja and her husband Tony have two daughters and live in North Carolina.

Today’s guest is a amazing teacher from Central High school, she’s a Stanford Graduate, she was a CCTC teacher representative in 2014, in 2009 she became a National Board Certified Teacher and a member of the Board of Directors for Professional Teaching Standards, in 2007 she was named Teacher of the year by the Association for school administrators, in 2015 she received the Las Primeras Award honoring extraordinary Latina leaders from MANA, the National Latina Organization … to name a few of her accomplishments. Follow us on Facebook! http://bit.ly/2AljpUQ Follow us on Instagram! http://bit.ly/31l34ve Follow us on Twitter! http://bit.ly/2ZTMdlL List of all Episodes! http://bit.ly/2v4jNYr --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/jose-alejos3/message Support this podcast: https://anchor.fm/jose-alejos3/support

Amanda Turner holds a Bachelor of Music (1998) and Master of Music (2005) in Music Education, both from University of North Carolina at Greensboro. In 2018, she received her National Board recertification by the National Board for Professional Teaching Standards. Currently, Mrs. Turner teaches orchestra at Ardrey Kell & East Mecklenburg High Schools, both located in Charlotte, NC. Mrs. Turner is also the conductor of the Union Symphony Youth Orchestra Prelude Strings. Orchestras under Mrs. Turner's direction have consistently earned Superior ratings at the North Carolina Music Performance Adjudication and at a variety of other performance venues. Students in her ensembles are chosen to participate in auditioned orchestras including the Charlotte-Mecklenburg Honors Orchestra, the Junior Western Region Orchestra, the Senior Western Region Orchestra, the North Carolina Honors All-State Orchestra, the North Carolina ASTA All-State Orchestra and the NAfME Honors All-National Orchestra. She has served as guest clinician/conductor for the Western Regional Repertory Orchestra (NC), Junior Western Region Honors Orchestra (NC), Junior Eastern Region Honors Orchestra (NC), Buncombe (NC), New Hanover (NC), Onslow (NC), Robeson (NC), Rock Hill (SC), and Winston-Salem Forsyth (NC) All-County Orchestras, the South Carolina Region 1 Junior Orchestra and the UNCG Summer Music Camp. Amanda holds professional memberships as a member of the National Association for Music Education (NAfME), North Carolina Music Educators Association (NCMEA), and the American String Teachers Association (ASTA). She is the past NC Orchestra Division Chair for NCMEA and is currently the NC ASTA Chapter President-Elect. Mrs. Turner has been a free-lance violist in the Charlotte area for years and currently performs as a section violist with the Union Symphony Orchestra. She has taught violin and viola privately for 20 years. She currently resides in Matthews, NC with her husband Chad, a band director and free-lance trombonist, their beautiful children, daughter, Addison, son, Asher and dog Bella. Links: Ardrey Kell High School Orchestra East Mecklenburg High School Orchestra Google Classroom Charms Office Remind Online Project: Orchestro! (Orchestra Bingo) https://docs.google.com/document/d/1PdIcEHBOMOYX7K_JzG8AHDeessXIK1lVWoMHthLtFF0/edit --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/orchestrateacher/support

This is the second of two episodes from the Black Male Educators Convening (BMEC) in Philadelphia. In this episode, we talk to high school student Noor Bowman about her experience going to school in Philadelphia. We also talk to Peggy Brookins, CEO of the National Board for Professional Teaching Standards (or the Navy Seals of teachers as Lane calls it) about why board certification is so important and how we can encourage more teachers to become certified. Full show notes and links at http://educationpost.org/conversation/podcast/

Tom Alegounarias tells the story of the teaching standards in NSW and why they can be useful for teachers… “It is not possible to codify what constitutes quality… but we needed to build a discourse of professionalism beyond a simple statement … and articulate what values we will protect. You cannot enter the profession without having recognised teaching qualifications, as defined by teachers… there is a constant tension between describing and articulating what might constitute quality and teaching … and being seen as a potentially punitive statement of surveillance and containment. The only people who understand these values and can put these into practice are teachers, and that’s our value and our strength…” For information about contributors and the JPL Podcast, as well as Journal of Professional Learning articles and Centre for Professional Learning courses, please visit our website www.cpl.asn.au/podcasts

THE NATIONAL BOARD OF PROFESSIONAL TEACHING STANDARDS : Board certification is so important for all educators and NBPTS is the group that does the certifying.  Today we'll be talking with Rich Klein, NBPTS Communications Director and his special guest  Sabrina Gates, Executive Director of The Center for Technology and Education in Hillsborough County, FL

THE NATIONAL BOARD OF PROFESSIONAL TEACHING STANDARDS : Board certification is so important for all educators and NBPTS is the group that does the certifying.  Today we'll be talking with Rich Klein, NBPTS Communications Director and his special guest  Sabrina Gates, Executive Director of The Center for Technology and Education in Hillsborough County, FL

“3Ps in a Pod” is back in session! Thanks for joining us for the start season two. Today, Angelia and Donnie chat with Amber Parker from the National Board for Professional Teaching Standards. This week, the National Board honors 5,470 new and 3,957 renewed National Board Certified Teachers. There are now more than 118,000 Board-certified teachers in the United States. These numbers are significant because the National Board spent the last three years redesigning the process to make it more affordable and accessible for teachers. As the Director of Assessment Operations, Parker tells us more about the organization’s history and how the process has been revised, with you, the teacher in mind. You’ve got homework: Don’t forget to subscribe, rate, and review “3Ps in Pod” on iTunes!

Interview Notes, Resources, & LinksVisit the Visible Learning websiteAbout Dr. John HattieJohn Hattie is the researcher and author behind the enormously influential Visible Learning series, including his synthesis of more than 800 meta-analysis studies related to achievement. Dr. Hattie is Professor, Deputy Dean, and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. He is Chair of the Board of the Australian Institute for Teaching and School Leadership, and Associate Director of the ARC-Science of Learning Research Centre.[expand title="Show Transcript"] Announcer:  [00:01] Welcome to "Principal Center Radio," bringing you the best in professional practice. Here's your host, Director of the Principal Center and champion of high‑performance instructional leadership, Justin Baeder.Justin Baeder:  [00:12] Welcome everyone to Principal Center Radio. I'm your host, Justin Baeder, and I'm honored to be joined today by Dr. John Hattie. Dr. Hattie is the researcher and author behind the enormously influential "Visible Learning" series, including his synthesis of more than 800 meta‑analysis studies related to achievement.[00:31] Dr. Hattie is also professor, deputy dean, and director of the Melbourne Education Research Institute at the University of Melbourne, Australia. He is chair of the board of the Australian Institute for Teaching and School Leadership and associate director of the ARC Science of Learning Research Center.[00:48] Most of our Principal Center Radio listeners know Dr. Hattie primarily as a researcher and author. We're here today to talk about his new book, "10 Mindframes for Visible Learning ‑‑ Teaching for Success."Announcer:  [01:00] And now, our feature presentation.Justin:  [01:03] Dr. Hattie, welcome to Principal Center Radio.John Hattie:  [01:05] It's great to be here talking to you, Justin, and to the listeners.Justin:  [01:09] Thanks so much. Let's talk first about what you saw happening in the profession, perhaps in reaction to some of your previous work. How did you arrive at the conclusion that teachers' mindframes are so important? What was it that led up to this particular book?John:  [01:25] Since I started on the whole visible learning notion, which actually I started in your old state, Washington, way back in the early 1990s, was trying to answer the question about how everything in our business seems to work. How come every teacher says they're above average and every school has evidence that they're doing a good job? Yet from the perspective of a student, that doesn't always make sense.[01:48] What I've tried to do is change the conversation from what works ‑‑ because almost everything works ‑‑ to what works best. As I've done in the book, trying to take the many, many thousands ‑‑ tens of thousands ‑‑ of research articles that are done in everyday classrooms and trying to answer the question about what does work best.[02:07] In the early books, I was grappling with 150, now 250 different influences. I published the book and I take the responsibility here. Sometimes that lead table, that list of factors, gets in the way of the story. It took me 20 years to write that first book to understand what that story is.[02:26] What this current book is about is it concentrates entirely on that story. What it turns out is it's not really what teachers do. We could have two teachers, Justin, using exactly the same strategy and one of them implements it well. One of them has got good diagnosis and [inaudible] for their class. One of them modifies it on the fly, and one of them doesn't.[02:51] It's not the strategy. It's their thinking in the moment‑to‑moment, day‑by‑day process that teachers use. It really was not so much what they did. It wasn't really who they are in terms of whether what kind of training they have, how many years' experience, whether in Arkansas, whether in Washington, whether in Melbourne. What matters is how they think.[03:10] What I tried to distill in this book is the 10 most important ways about how teachers think. My argument in the book is that's what we need to worry about with our profession, that expertise that relates to how teachers think. It's very profound. It's very dramatic. It's incredibly powerful when you see it happening. It's not uncommon at all.Justin:  [03:29] I couldn't agree more that teacher thinking, teacher cognition is so critical and so powerful. I wonder if you've seen what I'm picking up from a lot of our profession, this focus on teacher behavior.[03:45] People will take a list like your book, "Visible Learning", the big study, and say, "I want to see teachers doing this, that, or the other thing." We go around to classrooms. We bring the clipboard, and we say, "Well, you're doing this. I think you should be doing that instead." We focus very heavily on teacher behavior.[04:03] I've seen very, very little focus in our profession on teacher thinking, and the decision making that teachers do, and the ways that teachers think about their work and think about their students. I'm very excited to see you direct the attention of educators to thinking, to those things that happen behind the scenes.[04:23] We have a frustration as administrators ‑‑ I work primarily with administrators ‑‑ that thinking is not very visible. Of all the things that we can influence, thinking is one of those that happens beneath the surface or behind the scenes.[04:36] As you have probed this topic to think about how we can get at teacher thinking, what have been some of the main indicators to you of how teachers think and how that matters in the classroom, how that matters for students?John:  [04:51] The theme is absolutely correct. This is too strong, but I almost don't care how teachers teach. The whole debate we have about best ways to teach, about best practice, about resources, apps, all that kind of stuff is killing us as a profession. It's not how they teach. It's the impact of that teaching on the kids.[05:11] In the same way as you said, when you go into classroom with those clipboards, you take the Danielson and the Marzano's, and you sit in the back, and you record them all. It doesn't really matter. I've struggled to find any evidence that doing that makes a difference. Only a fifth of the items in the Danielson relate to the impact of the teacher on the kid.[05:30] Now if you talk do Danielson, she'll say that your instrument wasn't invented to use it in the kind of accountability way your country's obsessed with. I care about that impact on the kids.[05:40] When you go into a classroom, it's a sin to watch another teacher teach. All you do is tell that teacher how to teach better like you. What you should do is watch the impact on the kids.[05:50] We know from [inaudible] work that 80 percent of what happens in the classroom, a teacher doesn't see or hear. Why would we care about the teacher reflection on that 20 percent? Help the teacher understand that 80 percent. A lot of our work at the moment is trying to help teachers see what's happening in that other percent.[06:06] I take the private lives that kids talk about in the classrooms as teachers are talking. Teachers talk an incredible amount of the time. It's not as if kids are sitting there passive. They have a whole private world that goes on in that classroom. How do we help the teachers understand and use that to the beneficiary?[06:21] Then it comes to your point, Justin, about...You're right, it's hard to see the thinking, but it's not impossible. If you can get teachers talking to each other about the decisions they're making, if you can get kids talking to each other about the ways they're thinking, and in great classrooms, this happens.[06:39] Hearing kids think aloud is really powerful, in the same way, hearing teachers think aloud in the staff room. Close to 80 to 90 percent of the time, kids and teachers are sitting there quietly absorbing the material. The only way, and you can imagine ‑‑ this is hard for me ‑‑ the only way you can do this is learn to shut up.Justin:  [06:58] I'm very excited to hear you say that conversation is the way we get at that thinking. That's an idea that has captured my attention for the last couple of months, this idea that so much of teacher practice is hidden beneath the surface.[07:12] If we go in and observe, and take notes, and then just talk at the teacher, we're going to have a very limited ability to actually impact their practice because, again, most of their practice is that thinking that if we're doing all the talking as administrators, we're not even beginning to get at.[07:30] In the book, you give a number of different mindframes, 10 different mindframes for looking at how teachers think and for teachers to reflect on their own thinking. One of the first that you have in chapter one of the book is "I am an evaluator of my impact on student learning."[07:49] I wonder if you could talk for just a moment about why that rose to the top as one of the key mindframes for teacher thinking.John:  [07:56] Justin, it's easier than that. If you want to save yourself time reading the book, just read that one chapter because the other lines are variants of that same theme.[08:04] It all comes back to when you walk into a classroom, and you say, "My job here today is to evaluate my impact," then all the good things follow. If you walk into a staff room and say as a school leader, "My job here today is to evaluate my impact," now of course that's going to mean you have to have a discussion, an agreement, an understanding of what impact means. That's probably the most important thing that happens.[08:29] Why should it be that every time a kid hits a teacher, if their teacher's conception of what a year's growth looks like is very small compared to one down the corridor where that year's growth is very large, that's going to have a profound impact on your learning that year.[08:43] How do we get that discussion of what does a year's growth look like? What does it need to be good at, year 5 English, year's 10 panel meeting? Those are the kinds of discussions we have to have, not why are you teaching and how do you teach it, but what do you mean by growth?[08:56] Bring along two pieces of kid's work three months apart and have a discussion. Do you agree this shows three‑months growth?[09:02] It's all this notion about what do you mean by impact. It means that you're going to have to have an understanding of how you go about assessing them. You do it through listening to student voice. What does it mean to learn on this class? Ask the kids that. What does it mean to have growth?[09:17] We're working on another book now looking at student assessment capabilities where we're trying to point out that students are actually very, very smart about whether they're learning or not, or whether they're growing or not. How do we use them in the conversation?[09:30] This whole notion about as an evaluator, I evaluate my impact. I go in there to see who I have impact on, what I have impact about, and what my magnitude is. Quite frankly, that's the whole theme of the other nine. We thought just having one is probably risky, so we'll have nine of them saying the same thing.Justin:  [09:50] For so long in our profession, we've been asking the question am I using best practices. I know that one of the reactions to your work sometimes has been that we don't really read the whole book. We just look at the list and say, "Well, I should be using these top practices," and as you said, ignoring all the rest.[10:09] You also say in the introduction to this book that it's almost as if students learn despite us sometimes. Students learn no matter what. Everything works. This question of what is my impact that I'm having, I think often we ignore that question. We just look at whether students are learning.[10:29] We've had a big obsession with data and with measuring student progress. That's an incredibly important question to layer on top of that is what is the impact that I am having.[10:42] Let's talk a little bit more about assessment. What are some of the mindframes or some of the strategies that teachers can use to look at student work, to look at some of the results that they're getting from perhaps more standardized assessments, and really get a sense of that?[10:59] I think we all have this sense as educators that we're doing the very best we can day‑to‑day. We're trying to implement the latest and greatest strategies, and yet, we always have students who are not doing as well as we would like them to be doing. We want every student to be at 100 percent proficiency on everything we teach, but the reality is we never quite get there.[11:20] What are some points where we can gain some traction on that question of how to evaluate our own impact?John:  [11:25] Don't get me wrong. There are higher‑probability interventions. The law of probability interventions. Yes, I would want teachers to use higher‑probability interventions. It's all looking backwards. It's all rear‑vision mirror stuff. I look at the research of what's happened in classrooms.[11:40] When you look at what happens, these things tend to work better than those things so they're high‑probability ones. What really matters is when you implement it, the fidelity of your implementation, the ability of you to make those adaptive expertise comments and changes as you go through, the ability you have of great diagnosis.[11:59] Then coming to the last part of your question, again, the mindframe that we want you to have, particularly around assessment, is assessment is feedback to you about your impact.[12:10] So often we think of assessment as feedback to students about their learning. I challenge every teacher out there to give a kid a piece of work, give them an assignment, give them a task, and ask them before they start, "What grade do you think you're going to get?" They are stunningly accurate.[12:30] You got to seriously ask what do they learn from assessment. They just confirmed what they already know. Surely, our job's to mess that up. Our job is to find attributes and expertise in the kids that they don't think they have, not just to confirm that you're a C student, you're a B student, you're an A student.[12:44] By age eight, most kids know where they fit in that distribution. As I say, our job's to mess it up.[12:49] The mindframe we get across in the book is that I interpret an act of feedback given to me. Every time you give an assessment, at the end of it, or an assignment, say, "What did I learn about my impact? What did I learn about what the kids think my concept of impact is, my magnitude of impact?"[13:07] That's how you learn what your impact is, is by looking at the kind of tasks kids do, the assignments they do. Assessment has an incredible, powerful value if you can learn from that to then decide what the next steps are.[13:21] In the same way, if we could teach kids to be assessment‑capable so that they learn from their assessments so they know what to do next, not waiting for us always to tell them and see what the grade is.[13:29] Sometimes the grade is just an indication the work's over. Sometimes teachers think and confuse marking and think sometimes it has something to do with feedback. Not necessarily.[13:39] We have to be, again, active thinkers about the impact that we're having. Assessment is an incredibly powerful way to do it if we see it as about us, not so much about the kids.Justin:  [13:50] I wonder what you think about the issue of teacher evaluation when it comes to mindframes. This has probably happened to you over and over again in your career as an author and researcher that you will share something, share a new idea or share a new finding in a book, and then as practicing educators, we immediately misinterpret and misapply that.[14:12] I heard Charlotte Danielson when she worked with us in Seattle public schools, express frustration at the way that many teacher evaluation systems that were based on her framework were developed with a lot of just punitive and unsound measures, and processes, and procedures built into them.[14:29] She said, "That's absolutely not the intent, but if you bring that kind of punitive and negative kind of approach to my framework, you will end up with a system that's punitive and negative."[14:40] I wonder what kind of cautions you have for us in applying this idea of mindframes. If we know teacher thinking is so critical, if we know getting teachers to reflect on their impact and assess their impact is so critical, what do you think are the most likely ways that we're going to mess that up?[14:58] I'm sure, again, this has happened over and over again with your work where we don't actually read your work closely enough. We play a telephone game with it. I know somebody who knew somebody who read your book, therefore, I think what we'll do is we will start evaluating our teachers based on their mindframe.[15:14] Give us some kind of words of caution on the teacher‑evaluation side.John:  [15:18] You're absolutely right. I've talked to Charlotte, and Bob Bazalo, and many of the people who develop these instruments, and they're horrified at how they're misused because it's all about the use and interpretation.[15:29] Certainly, my background as a researcher, I'm a measurement statistician so I see this all the time in the measurement community.[15:37] I would be horrified if we now developed a measurement mindframes to come up with some kind of punitive measure. [inaudible] , we have developed measures of mindframes. We have in our own work, trying to find out better ways to understand how teachers talk or think to each other.[15:54] I want to go back a step, Justin. I want to go back to one of the things I've said in each book that sometimes is often missed that if you look at the research both in invisible learning work, and if you look at the work as I've done when you had No Child Left Behind, when you look at Nate, I think I can say with some confidence that probably 60‑plus percent of schools and teachers in your country are already [inaudible] those kids to gain a year's growth or year's input.[16:20] That's impressive. Excellence is all around us. One of the major themes in "Invisible Learning" is have we got the courage to recognize the excellence that's there now. It's not a matter of running around with clipboards to drum up change and say that you've got to change. You got to change. Why would you change the excellence that's there?[16:38] One of the things I would argue right upfront is are we prepared to acknowledge excellence? It may not be with our 30‑year veteran. It may be with our five‑year‑out teacher. Are we prepared to build a coalition of success around the excellence that's already in our school? Are we prepared to privilege that way of thinking and to get that kind of thinking out there?[16:56] If we're not prepared to do that, no system of evaluation is going to make one iota of a difference. That's the first one.[17:05] The second is yes, there are ways that you can look at teachers' mindframes, but it's very, very dependent on the particular kids, particular subject, particular year group, particular age group. It's all about that kind of detail. All education is local.[17:19] Try and see how teachers think about diagnosing where their kids are at, how they go about making decisions about where to go next, how they understand what the concept of impact is. These are incredibly difficult things to evaluate.[17:34] Here in Australia, I have a political job. I'm employed by the federal government so I oversee a Australian Institute for Teaching and School Leadership. One of its roles is to provide resources for the teachers in schools to do this.[17:47] We provide it, and it's free, available to all your users at the actual website. We provide them with an incredible amount of apps and resources for them to understand how they're doing. A lot of it is self‑reflection, relative to standards. We know it's incredibly used. We know we have a million hits from Australian teachers and principals to our site a month.[18:07] Creating that conversation in the school is really critical. Step ‑‑ this is the one you're worried about ‑‑ is when you then start to say, "We're going to measure it, some kind of performance review." Let's for us pause and say, "You tell me any other sector that doesn't."[18:23] This is the job of school leaders, to make those decisions, to make those decisions that are much more nuanced, use a balance of judgment across the different kinds of measures. No one measure's ever going to do it. I'm not resigning from the fact that it can be done. It can be done.[18:37] I'm being a little resistant to a simplistic way of coming up with a checklist, coming up with a tick box, having someone sit in the back of the room. It's not going to work. Yes, I think it can be done, and we should do it. We have to project expertise, or else we're going to lose it. The expertise is how we think.[18:54] If you look at the book, you look at the 10 of them, you'll see they're quite varied. Most of them, you can't see them. You have to shut up. You have to listen. You have to create scenarios. You have to look at what expertise means. You have to go back to the work that David Berliner did in your country in the 1990s looking at expertise and say, "That's the kind of work we need to do."Justin:  [19:12] I love a comment that you made earlier about shifting our focus from the question of "what works?" to the question of "what works best?" I've been thinking a lot lately about this idea of a competency trap.[19:28] As administrators, we often have a preferred strategy, a new strategy, a new curriculum that we have heard or we know through our connections in the field and our professional reading that this approach would be better than what our teachers are currently doing.[19:43] I hear from a lot of administrators who want to help teachers change from maybe a more outdated way of doing something ‑‑ say, teaching reading ‑‑ to a more up‑to‑date, more cutting edge, and more research‑based or well‑established, cutting‑edge approach.[19:59] What I heard in terms of resistance from teachers often centers around this idea of the fact that they're good at what they're currently doing. They're not yet good at what they're being asked to do, what they're being asked to switch to. I think of that as a competency trap, where people feel stuck in their desire to do the absolute best they can, knowing that they will do a better job with the old way than with the new way.[20:31] When we're thinking about change and thinking about stopping one practice, or switching from one practice to another that's not as familiar yet, that we don't have that same level of skill, experience, and proficiency with yet, what are some of the mindframes that can help teachers navigate those changes?[20:48] And figure out, "How am I going to handle this change in a way that I feel good about, that I can pursue with integrity, and pursue with confidence that, ultimately, it is going to get better for my students?"John:  [21:01] Justin, let me start by saying you've got to beware of educators who have solutions. We have a tendency in our business to look for the latest bauble on the Christmas tree and say, "We've got to introduce this in our school," whether it be a new curriculum, a new teaching method, a new whatever.[21:17] That's one of my frustrations in the business. Why don't we start with acknowledging and recognizing that we do have excellence all around us? Why would you take a teacher who uses a method that you may not like, who uses a method perhaps out of the 1970s, but they're having an impact on their kids, why would you change that?[21:36] When I was living in North Carolina, I worked for the National Board for Professional Teaching Standards. One of my jobs was to look at the thousand videos at the time of the best teachers across your country. One of the things that's remarkable when you look at videos of a thousand‑plus superb teachers is you find very little in common about how they teach.[21:56] It's the whole theme of the book. It's their thinking that's behind it. When I heard school leaders who come up with this latest "gee whiz" thing they want to do, and all their teachers in their schools have to adopt this new whatever, whatever, whatever, it drives me crazy.[22:12] Sometimes you are destroying the very excellence that are there. No wonder some of our teachers sit there with their arms crossed saying, "No, I'm not going to do it." I'm not defending incompetence. I'm not defending those who have low impact. I'm saying start by acknowledging whether you have teachers already doing good things. Why would you change them?[22:31] In fact, I think the biggest problem we have in our profession is we have no debate. We have no literature on how we scale up success. In fact, I'm not bad at literature searching, Justin, and I could only find six articles that have ever been written on how you scale up success. All the time, we want to change.[22:47] The first thing I want to do is say, "Let's be careful about this new thing. Let's have a look and see what's working well, first." The second part of it is that sometimes you do need to change. If you're not getting that year's growth, absolutely you must change.[23:00] I look at our business again and say, "How good are we at implementation?" We work on the assumption that if the principal comes up with idea, they're going to implement it. We don't have a lot of implementation science, a tiny bracket at the Carnegie Corporation, one that's been in South Carolina. They've got some study models of how you do change and how you do fidelity of change.[23:24] Certainly, if I was running a course in your country on principals, I would be worried in talking to them about, "What does program logic look like? What does getting to outcomes look like? How do we go about the implementation?"[23:35] Sometimes, it's implemented so badly, with the principal standing up front saying, "We are going to do this. Here's the script. Here's the resources. Go and do it." No wonder it fails. You wouldn't do that in any other profession. You would be continually worried about the fidelity of our implementation.[23:49] I start from the work of Hess. Acknowledge the excellence there. Some of those teachers with their arms crossed in the back of the room don't need to change. Some of them do. Your first job is to work out which camp are they on.[24:02] Second thing is what I want principals to be very, very good at is evaluating their own implementation, how they go about, when they introduce something to the schools, to know where it's working, when it's working, how it's working, the magnitude that it's working.[24:16] I make a very strong argument that it's about principals and teachers as evaluators of what they do. That's the major theme that I want to worry about there. How do you get that implementation? How do you get that good diagnosis? How do you get principals helping teachers where to go next in [inaudible] ? That's what all the visible learning work look like.Justin:  [24:38] I think a lot about implementation, I think a lot about fidelity of implementation, and I think you're absolutely right. So often, we focus on a shallow teacher‑behavior level of fidelity. Honestly, as instructional leaders, we're often afraid to get into the thinking.[24:56] We're afraid to say, "Well, this could look different in different classrooms," and, "I don't know exactly what it should look like in every classroom, but this is what the model is about. This is how we can talk about practice."[25:09] I keep coming back to the idea of conversation as so critical for leadership, critical for understanding where teachers are in their thinking, critical for making decisions at the school level about how to proceed, about where we are, and what we need to do next.[25:27] I really appreciate your take on that. It is not a simple task to say, "I have my clipboard, I have my rubric, and I'm going to see you implement this strategy or this approach." I appreciate your comments about noticing the good that's already there.[25:45] I think about the idea of appreciative inquiry, this approach to research that says, "Let's find what's working. Let's find the good and build on that." I think the Hippocratic Oath for instructional leadership would be something along the lines of, "Don't break something that's working and replace it with something that's not going to work as well."[26:10] I appreciate that medicine has that philosophy or that value. It just struck me, as you're speaking, that we need the same thing ‑‑ to appreciate, first, the value of what's working and to be careful to protect that. Thank you so much for those comments.Justin:  [26:25] Just to make a comment on that, Justin, the biggest power of a school leader is they can have a major decision of what the narrative in the school is. I just want the narrative to be about impact, not about what we do.[26:39] In the same way, we're doing a lot of work here in Australia of networking principals, getting principals to work across schools. It's very, very hard, but it can be done, because we're doing it, is to relentlessly make sure that the conversation when principals come out of schools and talk to each other is also about the impact their teachers are having on kids.[26:57] They do want to talk about the resources in the school, about the wonderful things they're doing, about the policy, about the curriculum. But it's sometimes very hard to get them to talk about that impact. It means you have to create a pretty safe, trusting environment. In our work, sometimes that takes six months to eight months to even get that environment before you can get principals talking about impact.[27:17] I don't want make it that simple, but it is that simple. You have the power to tap the narrative about impact. Do it.Justin:  [27:27] That gets to my last question here. If you could wave a magic wand and get all of us in the instructional leadership business, if you could get all school leaders everywhere to do one thing, just by a wave of the magic wand, what would it be?John:  [27:41] That's easy. Stop talking about what you do. Stop talking about how you do it. Stop talking about the students. Stop talking about what you do. Stop talking about your curriculum. All I want you to talk about, all I want you to privilege is the notion of expertise.[27:59] As a professional, sometimes we deny our expertise when we say, "Ah, the kids did the work. The parents did the support. I had the right resources. I had the right curriculum." We have to stand up, as a profession, and say, "No, kids learn because we are very, very good at what we do. We are brilliant change agents," and we are.[28:17] I look at your country and my country and I see the demands of expertise. I see all the amateurism coming in. I see everyone say, "Oh, anyone can be a teacher." It requires an incredible set of skills and mindframes to do it.[28:29] I'd challenge any parent that's listening, probably not to your program, to imagine taking a group, 20 to 30 five‑year‑olds, and teaching them every day, four or five to six hours a day, every day of the year. That requires skill and expertise.[28:43] Can we, as a profession, please acknowledge kids improve? Our educational system is very good because of our thinking, of our expertise.Justin:  [28:55] The book is 10 Mindframes for Visible Learning ‑‑ Teaching for Success. Dr. Hattie, thank you so much for joining me on Principal Center Radio.John:  [29:02] Pleasure. Thank you, Justin.[29:04] [background music]Announcer:  [29:04] And now, Justin Baeder on high‑performance instructional leadership.Justin:  [29:09] High‑performance instructional leaders, what did you take away from my conversation with John Hattie? I think there is so much that we are doing, as a profession, that diminishes teacher thinking, that diminishes the importance of teachers' own cognition, reflection, and judgments about their practice and judgments about what their students need.[29:30] As I said to Dr. Hattie, I think we've done a tremendous disservice to our students by focusing so much on teacher behavior and on the observable aspects. I want to encourage you to commit to yourself that you will get at teacher thinking.[29:47] The best way to get at teacher thinking is simply to talk with teachers and, as Dr. Hattie said, to have a conversation. In those conversations, I really appreciated the fact that Dr. Hattie emphasized the importance of teacher expertise and highlighted that teacher expertise is not a rare thing.[30:07] We have enormously talented, experienced, knowledgeable, expert teachers in our profession. I think it's been a terrible thing in the last couple of decades that through accountability, through data, we have made all these attempts to reduce the importance of teacher expertise and to treat teachers as if they're the bottom of the totem pole in our profession.[30:28] Teachers are the front lines and they are the primary decision‑makers. I want to encourage you to have conversations with teachers that get the teacher to do the talking. As Dr. Hattie said for us, as leaders, to zip it and to just listen, and get teachers talking about their thinking, talking about their impact, and reflecting on their practice.[30:49] I want to let you know about our flagship, free program for helping you get into classrooms and talk with teachers. That program is called the Instructional Leadership Challenge.[31:02] We are giving it a complete overhaul. We've had more than 10,000 people go through the Instructional Leadership Challenge from about 50 different countries around the world over the past three or four years. We are doing a total reboot to help you get in the classrooms on a consistent basis and have those conversations with teachers. You can check that out at instructionalleadershipchallenge.com.[31:24] I also want to let you know about our in‑depth training program called the High‑Performance Instructional Leadership Certification Program. This is available both to individuals and to districts to help administrators get in the classrooms and have evidence‑based, framework‑linked conversations with teachers that actually lead to improvements in practice.[31:47] One of the reasons I was so excited to talk with Dr. Hattie today is because he kept saying things...[31:52] [background music]Justin:  [31:52] that have been resonating with me for the past year or so as I've been developing this program, developing the certification program.[32:00] So much of what we talked about today, you will find in that program because that approach to conversation and getting at those invisible aspects of teacher thinking and teacher decision making really designed into the high‑performance instructional leadership model.[32:16] You can check that out at principalcenter.com/district if you're interested in learning more about bringing the High‑Performance Instructional Leadership Certification Program to your district. You can also read about the model in my book, "Now We're Talking! 21 Days to High‑Performance Instructional Leadership".Announcer:  [32:32] Thanks for listening to Principal Center Radio. For more great episodes, subscribe on our website at principalcenter.com/radio.Transcription by CastingWords[/expand]

As a January baby, Peggy Brookins was groomed for leadership early on! She learned not to be afraid to fail, make mistakes or be imperfect. Peggy thrives on being a "life-giver" - breathing life into her ideas and literally risking her own. Listen to her powerful and inspiring journey. For more info: National Board for Professional Teaching Standards See acast.com/privacy for privacy and opt-out information.

Classroom 2.0 LIVE webinar, "Featured Teacher: Michael Foster" with our special guest presenter, Michael Foster, from Poudre School District in Fort Collins, Colorado. Our Featured Teacher shows are always really special, and we always look forward to hearing about the amazing things teachers are doing with their students! We are so excited to welcome Michael Foster as our Featured Teacher this week. This webinar will explore peer-partnerships and developing new ways to look at learning activities that infuse technology to change how learning takes place. Teachers learn to view me as a co-planner and co-teacher by establishing a trusted-peer dynamic. Based on this rapport, we enter into a relationship that flows between teaching-partner and cooperating teacher. We work together to break down exposure to new tech-concepts into manageable pieces where there is room for some personal-struggle to learn as an adult yet in a safe and supported way. One tool we use to establish this dynamic is the “lesson refresh” concept. Teachers self-select either a beloved lesson or a new one they’d be comfortable teaching that we use as the format for re-examining it from the lens of incorporating new aspects to teaching the lesson utilizing technology. This session will take a look at some of the tools and strategies we use to leverage these close interactions to develop rapport both planning and interacting during the lesson as a foundation for future partnership in the classroom. Mike Foster has worn a variety of hats in his more than 20 years in education. He has taught grades 1-8 in elementary and middle school before his moving into his technology-coaching role. Mike leverages his professional experiences with the National Board for Professional Teaching Standards as well as involvement in state- and national-level assessments to help teachers reflect on their professional practice and create new paths for learning. Mike and his family live in northern Colorado where they enjoy community outreach with several non-profit organizations. (This has resulted in a menagerie of animals in his household and connections to a rainbow of local connections that benefit children outside of school. Mike is an Educational Technology Facilitator for the Poudre School District in Fort Collins, Colorado, home to 20,000 students across 50 schools. The easiest way to reach out to him is to follow him on Twitter at @mfosterpsd https://sites.google.com/psdschools.org/edtech/

Join us as we take a deep dive into instructional design for students with moderate intellectual and developmental disabilities. Follow: @intoy2014 @mr_abud @Ashli190 @bamradionetwork Ashli Skura Dreher, New York State Teacher of the Year for 2014, was the first teacher in the district to earn National Board Certification for Professional Teaching Standards. Ashli teaches special education in a 12:1:1 high school classroom working with students with moderate intellectual disabilities and developmental disabilities, and she also hosts the television program, Inside the Classroom, on channel 20 locally in the Western New York area or on YouTube.

?BOARD CERTIFICATION AND THE BUREAU OF INDIAN EDUCATION Kristin Hamilton and Michelle Accardi from The National Board of Professional Teaching Standards; their work with Native American education, the Atlas  Resource, etc

The Total Tutor Neil Haley will interview Craig Thibaudeau. Craig Thibaudeau, chief external relations officer, is an innovative and strategic thinker with a passion for the difference education can make for our children, our schools and our world. Craig has more than 30 years of senior-level association management experience representing U.S. nonprofit, domestic and international organizations. Working with education, corporate, political and diplomatic leaders, he has directed strategic initiatives supporting public policy at the international, national, state and local levels of government. During his career, he has specialized in nonprofit strategic planning, legislative advocacy, marketing and communications, membership, and event management. Craig oversees ISTE's government relations and corporate relations programs. He joined ISTE in November 2012 following more than 10 years with the National Board for Professional Teaching Standards, where he served as executive director for external relations and executive director for mobilization and outreach. Craig received his Bachelor of Arts degree in political sociology from Eisenhower College and completed the professional development program in association management through the American Society of Association Executives and the College of Business and Management at the University of Maryland.