Podcasts about purdue polytechnic high school

From a massive former factory on the eastside of Indianapolis that's been repurposed into two charter schools to a 1950s-style diner in Plainfield and a former Masonic Temple in Greenfield, sites along U.S. 40 in Indiana will be in Hoosier History Live's spotlight. We also will explore a bygone barbershop that was owned by a formerly enslaved African American entrepreneur as well as two early automobile manufacturing plants , one of which is set to become a music venue. Stretching from Richmond to Terre Haute, U.S. 40 bisects the state and follows the route of the National Road, which was completed across the Indiana wilderness during the 1830s. Its designation as U.S. 40 came in the 1920s. That's also when P.R. Mallory opened a massive factory on the highway (which enters Indianapolis as East Washington Street) that eventually employed thousands of Hoosiers who made electronic components and dry cell batteries. After sitting vacant and decaying for more than 30 years, the plant (the birthplace of the Duracell battery) has been repurposed as the home of Purdue Polytechnic High School and Paramount Englewood Middle School. It's among the historic sites – current, bygone or repurposed – that Nelson and his guests will "cruise by", although they won't leave the radio station. He will be joined by two board members of the Indiana National Road Association: David Steele of Indianapolis, a business and civic leader who has crusaded for six Indiana Historical Bureau markers. Along those lines, the Indiana National Road Association has erected 15 interpretive panels along the U.S. 40 route in Indiana. And Bob Hunt of Greenfield, who is retired from Eli Lilly & Co. With his wife Beverly, Bob renovated a former Masonic Temple that was considered one of the largest lodges in the state when it opened in 1895. The historic building on U.S. 40 now is a banquet and event center in Greenfield owned by Bradley Hall Events.

Purdue Polytechnic High School is a revolutionary model of learning that promotes student interest-guided, project-based education. I am joined by Drew Gooden, a coach from the school, and Mark Boykin, a sophomore student. They provide insights into the school's operations, teaching methods, and successful outcomes of the school launched by the famed University. We dive into how this model empowers students to control their educational journey, preparing them for a future of potential jobs that may not yet exist.  Transcript - https://share.descript.com/view/XSoLGI710c0 https://youtu.be/eAQtYoM-X4g Do you have comments or questions about this episode? Visit it on ChrisSpangle.com and leave one! --- Join our Patreon now for commercial-free shows, bonus content, and our complete archives - https://www.patreon.com/wearelibertarians --- Join our Facebook Group to meet other listeners. - https://www.facebook.com/groups/walnutssociety --- Visit Chris-Spangle.com to see my other podcasts and projects or to add me on social. www.Chris-Spangle.com --- Looking to start a podcast? Download my podcast Podcasting and Platforms now, and check out my recommendations for buying the right equipment. Chris Spangle and Leaders and Legends, LLC edited and produced this podcast. If you want to start a podcast or take yours to the next level, please get in touch with us at LeadersAndLegends.net. Learn more about your ad choices. Visit megaphone.fm/adchoices

Purdue Polytechnic High School is a revolutionary model of learning that promotes student interest-guided, project-based education. I am joined by Drew Gooden, a coach from the school, and Mark Boykin, a sophomore student. They provide insights into the school's operations, teaching methods, and successful outcomes of the school launched by the famed University. We dive into how this model empowers students to control their educational journey, preparing them for a future of potential jobs that may not yet exist. Transcript - https://share.descript.com/view/XSoLGI710c0 Get full access to Indiana Podcasts - Hoosier Leaders, Legends and Nonprofits at www.indianapodcasts.com/subscribe

Dante Cook is the head of Business for Swan Bitcoin, a financial services company designed to help you save value in Bitcoin. Dante earned three Bachelor's degrees in Finance, Marketing, and Process Management and Consulting from the College of William & Mary. He also leads Business Development at Bitcoiner Jobs. Prior to joining Swan he co-founded Ziptility, and worked at Resultant, Springbuk, and EDGE Mentoring. Dante is pastor at a small church in Indianapolis, and former D1 athlete who started Purdue Polytechnic High School's first football team.  -- Follow Dante on Twitter https://twitter.com/Dante_Cook -- Partners: Coin Stories is powered by Swan Bitcoin the best way to build your Bitcoin stack with automated Bitcoin savings plans and instant purchases. Swan serves clients of any size, from $10 to $10M+. Visit https://www.swanbitcoin.com/nataliebrunell for $10 in Bitcoin when you sign up. If you are planning to buy more than $100,000 of Bitcoin over the next year, the Swan Private team can help.  -- BITCOIN 2024 by Bitcoin Magazine is July 25-27 in Nashville! Check out the highlights from Bitcoin 2023 in Miami Beach, and get your 2024 early bird pass at a steep discount at https://b.tc/conference use code HODL for 10% off! -- Fold is the best Bitcoin rewards debit card and shopping app in the world! Earn Bitcoin on everything you purchase with Fold's Bitcoin cash back debit card, and spin the Daily Wheel to earn free Bitcoin. Head to https://www.foldapp.com/natalie for 5,000 in free sats!  -- Health insurance needs an overhaul. The government and insurance companies have jacked the price, increased complexity, and made insurance almost unusable. You send your money to the health insurance black hole and never see it again. Then, when you get hurt you have to send them more money. The great news is now you have an alternative: CrowdHealth. It's totally different from insurance. Instead of sending your hard earned money to an insurance company, you hold your money in an account CrowdHealth helps you set up when you join. You can even convert dollars in that account into Bitcoin. When someone in the community has a health need, you help them out directly and if there is Bitcoin or $ left over in your account when you leave, you take it with you. https://www.joincrowdhealth.com/natalie  -- With iTrustCapital you can invest in crypto without worrying about taxes or fees, through an individual retirement account. IRAs are tax-sheltered accounts, which means all your crypto trading is tax-free and can even grow tax-free over time. The best part is it's totally free to open an account, and there are no hidden fees, monthly subscriptions or membership fees. Your account is FDIC insured up to $250,000. Get a $100 funding bonus if you open and fund an account. Go to https://itrust.capital/nataliebrunell to learn more and open a free account. -- OTHER RESOURCES  Natalie's website https://talkingbitcoin.com/ Dante Cook https://www.dantecook.com/ -- VALUE FOR VALUE — SUPPORT NATALIE'S SHOWS Strike ID https://strike.me/coinstoriesnat/  Cash App $CoinStories  BTC wallet bc1ql8dqjp46s4eq9k3lxt0lxzh6f2wcu35cl6944d -- FOLLOW NATALIE ON SOCIAL MEDIA Twitter https://twitter.com/natbrunell Instagram https://www.instagram.com/nataliebrunell Linkedin https://www.linkedin.com/in/nataliebrunell -- Producer: Aron Bender https://www.linkedin.com/in/aron-bender/  -- DISCLAIMER This show is for entertainment purposes only and does not give financial advice. Before making any decisions consult a professional. #bitcoin #cryptocurrency #money

In this Bell Work Talks, AFN's very own School and Public Health Nurse Special Interest Group members discuss their maverick workings of addressing the need and desire to implement forensic education into school nursing practice and improving the identification, response, and care of students impacted by violence. Jen has been a nurse since 1999. She has worked in multiple health care settings including Med-Surg, ICU, Critical care, Acute care, Pediatrics, Emergency Room, Management, Home Health, and School Nursing. She served in the United States Air Force as a nurse. In 2008, she obtained her MSN from the Beth-El College of Nursing at University of Colorado-Colorado Springs as a Forensic Clinical Nurse Specialist and a Forensic Certificate in Death Scene and Investigation. Jen has served as an educator/consultant for the US Air Force Academy Response Team and has been a member of several forensic task forces to include sexual assault, elder abuse, and gangs. She is a member of the Academy of Forensic Nursing (AFN) and International Association of Forensic Nurses (IAFN) and is certified as a Sexual assault nurse examiner (SANE) in both Adult/Adolescent and Pediatrics. From 2009-2011, she served as President-Elect, President, and Past President for the Colorado Chapter of IAFN. She also updated several forensic policies within the military and hospital setting and has presented several forensic topics such as sexual assault, interpersonal violence, filicide, medical-forensic care, non-accidental pediatric trauma, and non-fatal strangulation across multiple healthcare settings. Jen currently works as a SANE at Denver Health Medical Center and is the chairperson for the school and public health nurse special interest group for AFN. Her vision is to introduce medical-forensic care to the school and public health setting to initiate prevention, early intervention, and support the need and expand the role of forensic nursing. Amanda obtained her AND degree in 2016. She is currently employed with Purdue Polytechnic High School in Indianapolis, IN as a school nurse. Prior to this, Amanda was a nurse for pediatric private practice. Amanda also has a degree in Early Childhood Education with 19 years of experience and completed her BSN at the University of Indianapolis in 2022. Amanda became a member of AFN in 2019 with the intend of becoming a members of the School and Public Health Special Interest Group in order to promote early intervention practices in the school setting. Amanda is a child passenger safety technician (CPST) and is passionate about pediatric/adolescent health. Kristin Beers, MSN, RN, SANE has been a nurse in Central Kentucky for over 35 years. Her varied background in Orthopedics, Neurosciences, Pediatrics, Case Management, Home Infusion and Utilization Review prepared her for her most favorite specialties, School Nursing and Sexual Assault Nurse Examiner (SANE). Kristin became familiar with sexual assault response teams (SART) and SANE nursing while in graduate school and she was a hospital advocate for several years which allowed her to observe multiple levels of care before she became a SANE in 2017. She has used her experience as a student, an advocate and a SANE to develop presentations regarding the intersectionality of healthcare, forensics, and social emotional healing. She likes to think that her SANE clinic is where the healing begins. Kristin is currently employed by an elementary school in central Kentucky and the Lexington SANE Program housed at the Lexington Division of Police in Lexington, Kentucky. Resources: https://goafn.thinkific.com/- School nurse boot camp https://www.goafn.org/- Info about AFN and SIG

Scott Bess set out to break the one-size-fits-all high school academic mold and launch Purdue Polytechnic High School where students learn in an engaging, hands-on environment and are inspired to seek out what they learn rather than be told what to learn. As Head of School, Scott created the vision and strategy for the initial Purdue Polytechnic High School in 2017. He has subsequently opened two more campuses. He is leading the planning for the expansion of Purdue Polytechnic High School throughout the state of Indiana. Scott has spent most of his career innovating new ways to teach students and instill in them a love to learn. Prior to joining Purdue Polytechnic High School, Scott was President of Goodwill Education Initiatives and founder of The Excel Center, which offers adults who have dropped out of school an opportunity to earn a diploma. He helped expand The Excel Center's model across the nation and today, The Excel Center serves more than 6,000 students in multiple states. A proud graduate of Purdue University (B.S., Mathematics) and Marian University (M.A., Education), Scott has been a teacher, IT executive and business owner. He is a Pahara Fellow, has served on the boards for the Danville Community School District and EmployIndy, and currently serves on the Central Indiana Board of Ivy Tech Community College, the Region 5 Works Council and the Washington, DC, Goodwill Excel Center. Additionally, Scott was appointed to the State Board of Education in September of 2021.  Scott has four grown children and lives in Danville, Indiana, with his wife, Robin.   Season 6, Episode 27 of the Better Learning Podcast   Kevin Stoller is the host of the Better Learning Podcast, Co-Founder of Kay-Twelve, a national leader for educational furniture, and Executive Director of Education Leaders' Organization, the exclusive peer network for School Leaders.

In this episode of Real Talk, KJK Student Defense Attorneys Susan Stone and Kristina Supler are joined by Nathan Maynard, author and youth advocate. They discuss Restorative Justice.  The conversation includes the adverse effects of not practicing restorative justice, practical applications of the restorative justice system, and nurturing positive behavior with empathy.  Show Notes: (02:27) What kickstarted Nathan Maynard's unique perspective on restorative justice (05:02) Enhancing learning capacity through the use of restorative justice to develop social capital with others (07:02) Suspension and expulsion  vs. empathy: Which is really a more conducive resolution in school fights? (08:14) The crucial role of educators in the school to prison pipeline (09:37) Do sexual harassment and serious offenses still warrant for restorative justice? (10:33) The restorative justice process and its considerations (11:21) How a student selling drugs can be managed with the restorative justice process (14:32) One deal breaker of the restorative justice process (15:50) A restorative justice success story: the power of social capital and a skilled mediator in a sexual misconduct case (18:06) Should restorative practices be applied in a classroom setting? (20:50) Why cancel culture is doing more harm than good compared to restorative justice  (23:00) ​​How restorative justice gives a voice to those oppressed by the “powerful” by letting all sides be heard (25:28) How to foster empathy by simply being a good listener (26:50) The best practices to avoid treating someone else's problem as your own (28:53) Getting into the zone of control with co-regulation (31:00) Setting expectations instead of rules to influence positive behavior (32:48) The best way to prepare a student who needs to respond to a disciplinary process (34:36) Making a change by changing our mindsets Transcript: Susan Stone: Kristina, I know I'm borrowing off the Bachelor when I say this, but this might be like the best podcast because it's a topic that you know is a personal passion, uh, topic. It's in light of our student disciplinary practice. It's restorative justice. So  Kristina Supler: I know for years, Susan Restorative Justice, It's sort of the little engine that could. This topic we've loved, I recall for years working with you, and you'd come back from suspension hearings, expulsion hearings, you name it, any sort of student misconduct proceeding. And you'd say like, Oh, I'd say, How'd it go? And you're like, Okay. But it's just. It's so unsatisfying. There's gotta be a better way to do this. And yeah, lo and behold, we learned about restorative justice and I remember that moment when we were both sort of that aha moment. We're like, This is it. Oh my gosh. Like this might be the better. That we're looking for.  Susan Stone: Yeah. And in 2017, we went to Swarthmore College and got certified in restorative justice thinking that we were going to convert every school district, every college into our way, and  Kristina Supler: did happen. Did we know that at least colleges and universities in the Title IX contexts certainly weren't ready for restorative justice, but fortunately, Times have changed. We're, we're so pleased to have today's guest with us, Nathan Maynard, who together with Brad Weinstein, wrote the acclaimed book "Hacking School Discipline: nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice". And Welcome, Nathan, we're so pleased to have you with us. My to have  Susan Stone: you with. We're really happy to have you. Thank you. Yeah, thank.  Kristina Supler: I mean, your book offers such a different perspective and frankly, a refreshing perspective on what could be an effective approach to school discipline. So Nathan, thank you for being here today. We're so pleased. And just tell us a little about your, your background and what led to writing this book. Nathan Maynard: Yeah, definitely. So, I got started in restorative practices back in 2007. I went through training through the I I R P, the International Institute Restorative Practices, and I really fell in love with it right away. I just started to see how this would work with some of the youth that I was working with. I was working in part-time at the time in a residential treatment care center and I was really able. Help me open up the doors just to understand this empathy perspective on other people's lives and, and build from there. After I graduated with my degree in behavioral neuroscience there's a full-time position that opened up there at the Residential Treatment Care Center. So I went full-time. Um, and I started doing that and I ran a unit for three years there and it was really great just. Build off of the stuff and continue to see these practices working, working, working and sort of, trial by fire. Learn stuff and you'd see how things are working from there and just make small ITER iterations. Then after doing that, I went to the clinical team and then I did that for four years. And what I was doing at that time was really helping this restore practices, getting some of the different areas, schools in Lafayette, Indiana. I started seeing all these positive benefits from it and, and the ways that. We were looking at situations as opportunities now instead of situations that were like, roadblocks for these students and working through this. So I did that for a total of seven years in the justice field. Then I went to education. I was a school administrator for a total of about three and a half years. My last position, I was came down here to Indianapolis. Help open up Purdue University's first high school called Purdue Polytechnic High School for underserved and underprivileged youth. At that time I was really able to see how these practices can work in sort of a new setting, new building with this population of students that really need us the most. That's where I met Brad and him and I collaborated together and, created hacking school discipline.  Susan Stone: So it's really interesting. Thank you for sharing that because you met Brad to collaborate on Restorative Justice. And I met Kristina at our, a former practice that we both worked at. I, my background is representing students accused of misconduct. And more and more of our cases had a criminal component where a student would be both looking at an expulsion and disciplinary hearing, and Kristina came in and represented our students in the juvenile delinquency proceedings. And we both came upon restorative justice because we're so sad. Even though we really work on getting good results, we know that it doesn't leave students with better. Yes. So just for our listeners, can you tell us really, what is restorative justice and how does it fit in within the context of the disciplinary system?  Nathan Maynard: Yeah, so I think that the, the cool thing about restorative justice and restorative practices is there's not really this very clear black and white. This is what it's about, you know? But the way that I communicate it out to people is it's this way that we build social capital with other individuals, and the more social capital we have with them, the more that we can have this learning that takes place when situations arise. It's a proactive approach to building relationships and building up that social capital. And then on the reactive side, it's really about, you know, repairing harm and, and focusing on the ways that, we can move past the situation that do arise. We focus a lot on that sense of belonging for our students. And what does that look like to make sure that we're all belonging? Cause we know that the more that we belong somewhere, the less that we're going to feel like an outlier, and that other situations have to happen.  Kristina Supler: So it's interesting to hear you talk about social capital. I have to share with you something that literally happened yesterday. Last night I got home from work. I go on Facebook, I'm scrolling through and in the community Facebook group for where I live. There was this really contentious discussion because the local high school has recently had just surge in student altercations. And so it's like, Oh my gosh, what's happening at the high school? There's fist fights every day. And parents are talking and sharing their feedback. The school district put out a statement that frankly was, Pretty underwhelming and unsatisfactory, and it was striking for me, especially Susan, thinking about today and speaking with you on this podcast, all of the comments by people saying, Expel the troublemaker. It's the only way to get students to listen. Show them this isn't gonna be tolerated. Get 'em out of there. And it was interesting to see how many people were like, Absolutely. That's the way. Zero tolerance. So I'm just curious, I mean, I think I know because you wrote a book about restorative justice, but what, what's your response to this? What would you say if you were in that Facebook group? Yeah,  Nathan Maynard: I think that it's easy when you're not part of that situation to sort of put, you know what you think should happen, but then when you start to empathize and just be a, a good human, Like what we're all saying. We all make mistakes. And I think that we have to be looking at these situations as what does it look like to build off of situations and support not just the learning community, but each one of these individuals there in the school. There's situations where there's needs and obligations that do come up for the safety of the students in the safety of the building, but at the end of the day, what does it look like to make sure that we're not putting our own sort of, Bias onto a situation. We're not putting our own sort of situation where we're trying to push something to happen. We are really looking at this as what does it look like just to move forward? When there's suspensions that do occur, and a student has to be removed from a school, what does it look like to reintegrate them back into that school? What does it look like to make sure we're setting them up for success? A lot of times when something happens and we go back into what happened, It's really tough for us to really put the pieces together without everyone sort of involved in it. And that's what punitive discipline does. It tries to put all these pieces together without including everyone in their mindsets and what's taken place in that.  I'm against zero tolerance, obviously with restorative justice, restorative practices mindset. I do think that exclusionary practices has led to a lot of this huge issue that we have in our society with the school to prison pipeline. That's definitely hitting our historically marginalized populations. So I think that when we're looking at policies, we're looking at ways to support educators. We need to be looking at something where we're doing these consequences that are actually teaching and holding true responsibility for someone's actions instead of just pushing that out into society or into high risk situations. Susan Stone: So Nathan, when Kristina and I are hired, we're not hired for the, Some of the examples you gave in the book. Obviously no one's gonna spend a lot of money for a lawyer. A lawyer, when their kid is suspended for a day for throwing a pencil in the class. We're brought in on sex offenses, sexual assault, sexual harassment, serious plagiarism or academic misconduct, hazing, especially at the collegiate level and drug offenses. My question to you, do you think that under the more serious offenses, then schools should really just rely on a traditional model rather than a restorative approach? or do you think that a restorative approach is appropriate in conjunction with expulsion or separation?  Nathan Maynard: Yeah, I, I think that restorative practices can be really integrated into all aspects of, of discipline there in the school and the justice system. You know, working in the juvenile justice system for, my, my seven plus years. And working with, sexually maladaptive youth going through the court hearings, seeing students and youth that were, placed in Department of Corrections, reintegrating back into the community, we understand that there's always, nothing's indefinite. So what are we doing to looking at this as again, that that whole picture and that reintegration process is so important and there's gotta be teaching that takes place. You know, I think that the justice system overall has a lot of this mindset of, rehabilitation. But what does really rehabilitation look. When you know, you're not looking at repairing the harm and you're not looking at this responsibility of your actions through this. So on a, a more minor scale around the schools with even these serious offenses, Yeah. Sometimes this, this student may need to be removed from the school. We have to take into consideration the safety of that learning environment, the other students. But what does it look like to still use this as an opportunity to learn? What does it still look like to say, okay, even if there's an expulsion, they're gonna be coming back next year. So what does this look like to really support them in this process and not just even. The youth that was doing the the criminal act or what this was, but also the people that were affected from it the educators, their families the per se victims of a situation. What does it look like? They're all included in this process as well, to really be able to build everyone back up to as whole as possible after something takes place. Quick  Susan Stone: follow up question. Can you just give me an example and my listeners, what would that look like in a more serious case? Play it out for, What do you think, Kristina? I'm just curious what kind of offense that we deal with,  Kristina Supler: uh, a student who's selling drugs. How about something like that?  Nathan Maynard: Yep. Yep. Yeah, students selling drugs. So a situation where a student was selling drugs into a school, and let's say that they were expelled, let's say there's a zero tolerance sort of situation that happened around this. I think that when we're thinking about in that process of that expulsion, we've gotta be thinking about. The goal of restorative practices is this intrinsic motivation, right? We want to get them to understand why they're doing what they're doing and work through this, but we also have to use extrinsic factors to help get there. So if the students expelled, there would still be some sort of extrinsic factor to get them to this level of supporting. Changing and coming back into the school. So I think that even when it comes to, meeting with people that were affected from that situation, writing a letter to the school doing something proactive over the summer prior to coming back the next year, something like that where it's really building that back in. And then also when they do start back up in the school, what does it look like to give a fresh start? I think that a lot of times our mindsets go into situations and it really ends up hurting things sometimes. .  Kristina Supler: So I, I think that. Let's just play out this example of student selling drugs in school or something like that. Cause as Susan mentioned, my background's in criminal defense. And so like, when I think only as a criminal defense attorney, it's like right to me, silent, say nothing, just, you know, Absolutely no apology, no acknowledgement of harm. But as we've talked about, like at the root of restorative justice is fostering responsibility, accountability, repairing the harm, and so, how do you reconcile when you have a student going through school proceedings for behavior that might also trigger criminal charges and the school maybe. Actually does wanna use a restorative practice that it requires or ideally involves some sort of apology or acknowledgement of harm. How can you like, I don't know, meld the two together where the wrongdoer can acknowledge the harm and apologize, but then not have that? I mean, Susan, we, we see this a lot. Susan Stone: You know, I just wanna add, to give you a little more context, Nathan, sometimes we're representing students involved in sexual misconduct cases, especially in the collegiate level. And there can be a dispute as to whether the person accused agrees with the allegations. Maybe they don't. Maybe they believe they had consent. So they don't necessarily wanna apologize because they don't agree with what they're being accused of yet. There's another person on other side who's really hurting and believes. You have to believe a victim. We know that. So there's that core. And also, let's say someone's accused of rape. We know, and Kristina will say, You can't apologize because God forbid you could get charged with rape and that has consequences for imprisonment. Help us understand with that background what you would recommend.  Nathan Maynard: Yeah, and I think when it comes to, these restorative practices as a whole, The accountability comes when someone owns their behavior. So if there's something where there's still that gray line, where, the accountability may not be fully there, I feel like the the restorative approach isn't gonna be fully effective. Cuz I feel like there's gotta be something there to take responsibility for those actions. And if it's sort of the, sort of the scenarios that you were saying, I feel. Sometimes that leads to, I don't wanna say something because it could get me into more trouble, but it also, if I was, empathizing with sort of the other person, like the person that was offended or affected from the situation, like that would not be great for me to hear, for my repairing, for my situation to go through. So I think that with restorative practices, when I see it working the best is when, you know the situation is getting that full responsibility. I've had a situation before where, There was a, a youth that I was working with and, um, he did a a situation where he was 13 years old. Had a situation where he, um, raped another youth at the at it was, I forget where it was. It was somewhere at the park. There was also use of like coercion and threats. This, um, youth was placed in the Department of Corrections. When they were coming back into the community, The judge at the time, amazing judge for Tiffany New County she was talking to sort of us and going through the situation and saying like, We're really scared for this. The youth that was in Department of Corrections to come back in the community, cuz the community was really fed like it was over a year. But there was still a lot of talk about stuff. There was some gang stuff involved with it. There was a lot of stuff and they were scared. What's gonna happen when this student come or this youth comes back to community. I, I get. Yeah, and I, so I went to the Department of Corrections with them and got, I was able to get the victim's family on board to come there with me, do a restorative justice mediation. I mean, it was one of the hardest ones I've ever done. It was a really, really powerful one. It wasn't appropriate for the, the victim of that situation to be present for it, But it was very, very, very powerful, and sometimes forgiveness looks different in all situations, but what ended up happening there? We put some social capital into that relationship between the offender and the victim's families. So then when they integrated back into the community, there wasn't as much tension as what could have happened from that youth returning back to the community. Kristina Supler: It's interesting that example in particular, Nathan, it sounds like the key to effective restorative justice is having a really skilled facilitator. I mean, would you agree, Susan?  Susan Stone: I, we spent, I, I'm harkening back to 2017 when we were trained in restorative justice. And people think that it's just like mediation, which also requires skill. But I think this is even a higher level of skill because it requires a lot more pre-meeting with people, a lot more pre-planning. And I do like that your book goes into how to set up the restorative justice to be successful and thought. Should I have the victim here? Who are the other stakeholders? So I would agree. I mean  Kristina Supler: it, I guess it makes me think about though, let's, let's talk reality, Nathan. You've got a stress teacher in a classroom with some really amazing students and then some students who are real handful. And I guess my question is at times is, is restorative justice a little bit too pie in the sky? I mean, when these teachers are just trying to keep Yeah, the class under control, moving forward, check the boxes for the curriculum. In reality, are they really gonna stop the lesson? Say, Okay, students huddle up, let's, let's talk. I mean, some of this sounds very. I mean, I love it, but then I'm like, Okay, what does this look like in reality? I mean, what would, how would you poll, Is that the word? There you go.  Nathan Maynard: Yes, Pollyanna. Yeah. Yeah. And that's, so it's, it's really interesting cause that's the biggest pushback I get around these restorative practices. What does this look like when you have 30 kids and they're all doing something what are you gonna do? Like, stop the lesson, pull it out in the hallway, have a 15 minute conversation with them, resolve some sort of conflict, and that that can't happen.  So what we talk a lot about, And we go offer the research from Dr. Luke Roberts, who's a colleague of ours. And, and one of my friends he's worked outta Cambridge University and Dr. Roberts talked a lot about he actually was a nonbeliever of restorative practices. He was doing a presentation for his master's degree and talked about how restorative justice will never work in schools for that reason. Someone from Cambridge was there and they were like, Hey, Luke, come study here and let's see. You prove your point. So he's done about 10 years worth of research to show how this can be effective in the schools. And what his research shows a lot about is it's a very proactive approach about building community in your classroom. When it comes to that reactive side, what the ratio is is 80% proactive, 20% reactive around these restorative practices in schools. The, the proactive is the establishing and the feeding of relationships. And on the reactive side is the repairing of the harm and having those conversations. I've seen restorative conversations go even really quickly with teachers where it could be, I have I was in a school recently and there's a first grade teacher sort of walking this group of first or first graders down the hallway. And what happened was this one young lady looked over at the teacher and said, Hey, Brian just kicked me. And the teacher said, Well, did you like it? The young girl said, No, I didn't like it. And she said, Okay, well you need to tell him you didn't like him, and asked him not to do it again. So the little girl turned in and said, You know, I didn't like that. Please don't do that again.  That's a quick sort of conflict resolution that took, two minutes or less. Teacher didn't have to pull 'em aside, do a big conversation. So we want to teach some of these skills that are still using the restorative and that proactive approach for really building off there. Susan Stone: We are seeing a lot more students starting as early. As high school being less open to conversations and more interested in cancel culture. You hurt me. You hurt my feelings. You know what? I'm not even gonna go to the school and talk about it. I'm gonna post online what I think of you and ruin you that way. And we've seen some real repercussions recently. We've had cases where a student was accused of different Racist statements whether they made him or not, but it all went viral and college acceptances were revoked. Talk about getting canceled. How does restorative justice compare with cancel culture? Because isn't cancel culture the ultimate of logical consequences? Should it happen? Shouldn't it happen? I just want your thoughts on that.  Nathan Maynard: Yeah, I, I think cancel car culture goes against restorative practices. Because it doesn't help us seek to understand the all aspects of a situation. It pretty much just says, You did this and you're, you're not a part of this anymore. It doesn't really go, go deeper into the situation, understand the, the different factors of it. We also understand that even when it comes to ostracizing an individual, how impactful that is. Sort of human relationship development and what that looks like. So when we do something around cancel culture, it really says we're not willing to listen to things. If you do X, Y, or Z, you know, you're sort of off the table. And that's what restorative practices doesn't do. Restorative practices says people make mistakes. Some way worse than the others. We understand that, but there's needs and obligations that come out. But there's also this ability that, people can fix things to the best of their ability, even if it's not going to get them out of something. You know, Consequences are still needed. But I feel like what restorative practices does is it takes not just the logical side of consequence, but also pulls in that natural side of consequences. When I do somebody wrong and I have to sit across from them and own that with them and fix that with them, you know. That's a natural aspect. If there's something logical that takes place too, that's another piece of the puzzle. But when I'm trying to create true behavior change in someone and trying to address what's taking place, I need that natural side and that logical side. And I feel like that's what cancel culture doesn't do. You know, I might just,  Susan Stone: Well, I agree with you, but Nathan, what happens? Students get canceled before they even know that they're accused of something. The timing doesn't necessarily work. So what are you gonna do in that situation where there's been an accusation? It may or may not be accused, but the student's already been canceled. And it's out there on the internet. And it's getting thousands and thousands of likes and views. Nathan Maynard: And that type of situations are, really in sense. And I, I worked with a situation recently where it was actually, you know, I don't wanna say the state, but with an educator there, the situation happened, it was proved false, but again, it was the very much canceled culture wrong. The, the parents, the, all, every aspect of it when we were looking through that situation and trying to see what we can do to move forward. Even with this teacher they, they ended up leaving, but we were still looking at the community as a whole. What restorative practices does too is says it's not just this restoring and repairative stuff, it's also facilitating open dialogue and communication around situations and letting all sides be heard in something. I think a lot of times we hear the voices of whoever's in the most power. Right. And that might be in whatever situation. That's true.  Susan Stone: Oh my gosh. Can I write that down? Yeah. We share the voices of the MO ones in most power. In a school community, who would that be?  Nathan Maynard: A lot of times it's the it's the it could be the board, it could be sort of leadership there in the building on that sort of more micro level, but, on that sort of community as a whole sometimes too it goes with, whoever's got, cuz we understand there's systemic issues within our societies, so sometimes it's people of priviledge that gets their stuff out there a little bit more as well. There's a lot of different things that go into it. And what restorative practices says is we're not gonna put anyone up here on the top of this triangle. We're gonna do everything as a circle and put everyone on the sort of the same page, be heard, be listened to, and we set guidance. We set collective commitments to each other. That what we talk about, what we don't talk about, and really facilitate this as an open dialogue. And there's so much learning that happens from that. When we can have conversations where everyone's able to discuss things and be heard and be a part of something, you know it, it leads to less sort of social media pushing and sort of our keyboard warriors right there in our instant gratification society, right? It, it helps saying we need to own this stuff with other people. And again, it's a natural thing as well to sit across from someone, talk something out, build something up and move forward. And it's really easy to set those conversations up. Cuz we don't want them to turn into complaining sessions or, or everyone's sort of vs. In a hive and. We need this person out.  You set norms ahead of time. When those norms aren't followed, you redirect. And if that doesn't work, you can sort of end the circle. You can bring different people out. But you know, those circles were designed looking at the roots from the indigenous cultures to make sure that we're all addressing things as a whole. And I think restorative practices really gives us that.  Kristina Supler: It's interesting, this discussion of cancel culture. It makes me think about, because really cancel culture is the antithesis of restorative justice, right? But it makes me think about chapter seven in the book, which is entitled, Cultivate Empathy, Build the Capacity to Listen, understand and communicate. And you talk about how empathy is a skill that's learned and practiced, but How do you foster empathy in reality? I'm I'd like to hear your thoughts on what that looks like.  Nathan Maynard: Yeah. I think to foster empathy, we need to be a good listener. We a good reflective listener and really hearing different people. I think a lot of times when we're trying to be empathetic, we're still pulling in our own perspectives, our rich tapestry of life events that we, you know, go into something and when we really don't put ourselves in check. What ends up happening is we're not fostering true empathy. We're fostering empathy through our perspective. So when we're trying to foster empathy, the biggest investing that we can do is just be a good listener and, and hear people for what we're asking. Ask good, open ended questions. Use good, effective eye statements, reflect back and just really putting 'em back on the other person. That's also how you build good relationships too, right? You hear people from where  Kristina Supler: they're at. So true. It's so true, and it's interesting to think about how these. Tenants of restorative justice actually applied to basically just being a good human being and developing good interpersonal skills. Yes. But let me just ask you one follow up question related to empathy, because with particularly through the pandemic, we've seen such a surge in depression and anxiety among students, and when you have a particularly anxious student and you're trying to foster empathy, how do you. Teach the student to be empathetic, but also not take on someone else's problems as their own. Because I think that's a real challenge, especially for younger students.  Nathan Maynard: Yeah, so I like, I like to look at the applied neuroscience of regulation. A lot of times when we're going into even being a good listener or going through these different skills, when I have a student and they are hyper aroused, they're, moving around. This teacher hates me or this situation's happening they're hyper aroused. I know. My job is to get them back into a window of tolerance. If they're hypo aroused, they're lethargic, withdrawn, not speaking to me. I know I need to get them up a level before I get them into that sort of window of tolerance. Everything that I'm going to be saying and what I'm gonna be processing is going to be through this lens of safety, right? We know that amygdala might be triggered, they might be looking at things as this fight, flight, or freeze response. So if we want to be looking and really building this up from not putting this happened when I was younger, this situation happened. We need to sensor ourselves first and then deliver that. And that's why we have that chapter in the book too. Cuz you know the, the book's not just a guide for restorative practices. It's really this way that what Brad and I saw worked for us as practitioners, as, as educators, as youth workers.  Susan Stone: Well, I have to tell you, you are speaking our language when you talk about this. Kristina and I both love practicing yoga and we've actually worked ourselves. Mm-hmm. on being less reactive. We both have very strong personalities. It's true. We're both, I would say alpha females trying to work together. And the way we have done a lot of personal work is through getting control of our stress response. However, kids, it's really difficult with kids. So what do you do? I mean, you can't restrain them. Yeah, you can't. I, we've dealt with straining an elopement cases where kids just literally run out of the school building. And anyone who's a parent has seen a young child tantrum and anyone who's a parent who's had teenagers has watched the 16 year old tantrum. So can you play it out how you get them in that zone of control?  Nathan Maynard: And it, there's a lot of different, ways to get there. I think the best thing too is just being a really aware of nonverbals, verbals, what's taking place. I think a lot of times the easiest way to co-regulate or regulate someone is co-regulation, looking at the way that we are aiming ourselves. You know, Dr. Bruce Perry said, A dysregulated adult can never regulate a dysregulated child. So making sure that we're Oh my gosh. So true. Yep. We're regulating. Yeah. And, and going into those situations. And then what we can do in there is we can really show how this is, if there's situations. Let's say like my son's worked up or my girlfriend's worked up over a situation and I go and I say, Calm down, calm down, Calm down. That's not going to work. What I'm gonna, That's the amount of fire . Yeah, yeah, that's, Yeah. It's just, Yeah. Calm down. Yeah. Yeah. And, yep. And you know, and that's not gonna work. You know what ends up happening is you gotta hear the person. You've gotta co-regulate with them. And then, then when they're open to it, that's when you can help suggesting, Hey, let's take a couple deep breaths before we continue this on. Hey, let's go for a walk. Let's not talk about this for a couple minutes. Or, I, if my son's, disregulated, he's running around the room and doing something, you know, my biggest goal is to be a safe person. And I don't try to force compliance on things. If I try to force compliance on things, that creates more dysregulation, because that's more of a safety thing. When we are in our fight, flight or freeze response, when that amygdala is triggered the thing our brain students say, Stay safe. So when someone's saying, Don't stay safe. Sit down. Stop talking. Do this. You know, our brain's saying no. And we get more opposition. When, when we start to feel blame and shame over a situation, we more triggers come out. So the easiest thing is just to be a good listener. Look around. See what's taken place. And then co-regulate them with, the way that supports safety at the center of sort of it.  Kristina Supler: I wanna talk about in chapter four of the book, you talk or you delve into this idea of establishing clear expectations versus rules. And I guess my question for you, I, I think I understand what you're getting at, but is, is this just semantics or like what's really at the heart of that notion.  Nathan Maynard: Yeah, so a little bit of semantics. A little bit of that because we understand how powerful our verbal and nonverbal skills are, how that can trigger a situation or, or make it better. We also know that kids love to gamify processes, right? They love to gamify systems. There's been situation where I said, Hey, you know, I've heard teachers say, butts and seats, and then you see a kid, holding their chair and walking across the classroom, right? Like, my butt's still in seat. That's funny. Yeah, and it's, it's funny and it's good, but it's exhausting for teachers, right? Cause then they're like, Come on. Like it might be funny the first two times. But then 15 times when you have all these kindergartners starting to do it. Like, come on now. So what expectations does, it makes our redirections easier if we say, Be responsible. I can link that into anything. And then I'm teaching what be responsible is a lot of times our kids that we work with, they may be able to normalize their emotions and normalize sort of situations and sometimes they can't. So what we wanna do with our expectations is it helps sort of us coach on that social emotional development as well as it makes our job easier because then our redirections are less of a gamified process. Susan Stone: We are now seeing a serious uptick and unhappy kids, unhappy families, and extreme mental health disorders. We've had kids tell us that they have thought about suicide. We've dealt with cutting. We've dealt with obviously substance abuse and in turn, when we're working with the parents of our clients, cuz we represent kids. We can tell that they're depressed and they're exhausted and they're depleted. So could you give Kristina and I a little tip when we're trying, should we use a restorative practice also, when trying to help students and get in a framework where they do have to respond to a disciplinary process? Nathan Maynard: Yeah, I, and I think when we start to see situations occur and some of those, really concerning things, I think a lot of times we go into things as, I, I know my downfall is I'm a problem solver, so I try to solve problems, right? I go into situations of, Oh, you're cutting, you're depressed. Hey, go for a walk. Hey, use this affirmation. Hey, try to do this, Talk to these different people. But what ends up happening is I don't respect someone by doing that, I, I'm showing them. My knowledge is more respectful than what you're going through. I know more than you. We're thinking about talking to our younger kiddos. You know, my six year old son or, or kindergartners, pre-K schools, they still are able to connect the dots. We have to help them connect the dots in situations and be truly heard. That's why I love, even cognitive dissonance. When you're thinking about pairing, behaviors to goals and having them connect the dots. When you're dealing with some of these different concerns, a lot of times the brain starts to make connections that might be there, or the brain makes connections that is. But either way, we wanna respect those connections and help them work through that situation instead of just commanding over it compliance based over it. And again, that's what restorative tells us to do, is to be a good listener to, to ask those questions, go through, connect the dots with them through that cognitive distance process. Kristina Supler: Well, it makes me think about looping back to something you said earlier, trying to develop intrinsic motivation using external factors. Yeah. So I, I think that's sort of at the heart of this also, this idea of being a good listener. Helping work through an issue versus trying to troubleshoot right out of the gates. But Nathan, this has been such a really enjoyable and thought provoking discussion today, so I hate to wrap it up, but this is life. Let me ask you before we go, is there anything we haven't touched on today that you think is important to share with our  Nathan Maynard: listeners? I mean, I think the biggest thing around these restorative practices and restorative justice, We want to look at all perspectives of situations. We want to, again, we wanna change things, right? Like if we see something happening, we see something in our class happening, something in our society happening. We want things to change. And we need to think about outside of our box, outside of our sort of fixed mindsets, what we grew up with, what we believe works, whatever this is, and be open to different things. I tell so many future practitioners or educators that are looking at this. Try one thing. See if it gives a. Give it a chance. If you need to make small iterations in it, that's completely cool, but give something a chance. And I think that a lot of times we stamp something as, Oh, this restorative stuff is no consequences. Or it's soft con, you know, soft discipline and it's not able to be given a chance.  Susan Stone: Well, you know what, Nathan? I do wanna say something to you and to Kristina. I think I was right that this is one of the best podcasts we we've ever had.  Kristina Supler: I agree.  Susan Stone: I agree. . Really? I, I, I, Listeners, I wish you could see Nathan smiling. Because we, I really feel like we could have stayed here an hour more. I wanted to talk about growth mindset. There's so much packed into your book, Hacking School Discipline: Nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice. We didn't get a chance to talk about your app and your other business. So we might have to do a part two on this  Nathan Maynard: podcast for sure. Yeah, and I'm sure Brad would love to be a part of that.     

This episode of the Getting Smart Podcast is a part of our New Pathways campaign. In partnership with ASA, the Gates Foundation, Stand Together and the Walton Foundation, the New Pathways campaign will question education's status quo and propose new methods of giving students a chance to experience success in what's next.  On this episode of the Getting Smart Podcast, Tom Vander Ark is joined by Scott Bess, Head of School of Purdue Polytechnic High Schools in Indiana, and Keeanna Warren, Associate Executive Director of Purdue Poly and Founding Principal of Purdue Poly North. Purdue Poly has long been one of the leaders in developing new learning models and innovative pathways for young people and we're thrilled to have them on the show! 

When we start a new initiative in schools, we have to take into account the rich tapestry of things that are already in place. ~ Nathan Maynard About Nathan Maynard Nathan Maynard is a youth advocate, educational leader, and change maker. He is the co-author of the Washington Post bestselling and award-winning book, Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices for over 15 years. He was awarded “Youth Worker of the Year” through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system in Indiana. He was on the founding administration team that opened Purdue University's first high school in 2017, Purdue Polytechnic High School, serving youth in inner city Indianapolis, Indiana. Prior to his four years as a school administrator, he was a youth worker and program director in a youth residential treatment care center. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. He now runs a team of people who do restorative implementation work, called the Restorative Group. Check them out restorativegroup.org. What You'll Find in this Podcast Episode with Nathan Maynard Nathan starts the podcast with a strong stance on how systems and structures are necessary for innovation to last, particularly those on restorative practices. Nathan gives us a quick history lesson on how restorative practices are tied to indigenous roots. One pillar of innovation is listening. Nathan talked about using qualitative data in addition to quantitative data, particularly within micro-communities. Nathan mentions Dr. Luke Roberts from Cambridge and his powerful work within systems. Don't miss what Nathan says about internalizing change and attacking fixed disposition. He truly appreciates The Four Agreements by Don Miguel Ruiz. Nathan's insight about the ripple effect of innovation and restorative justice is transformative. Nathan talks about what makes a good leader great. He refers back to Dr. Luke Roberts a second time. The story that Nathan tells about how Dr. Roberts changed his mind regarding restorative practices is great. Very impressive. He recommends being more self-aware and being conscious of your self-talk. His personal strategies are great tools for every leader. You need a bowl with water and ice…listen why. Nathan talked about getting better at collecting “street data.” Check out Street Data by Shane Safir and Jamila Dugan He learns by listening, interviews, being involved in groups, and honoring others' ideas. This part is inspiring. “Success doesn't have to be tangible.” Nathan used to think that it was all about the external data. He switches that point-of-view to an internal notion of success. Listen to what he says about making success intangible. As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCould. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen. We hope you'll tell a friend or book us to join your team for professional learning. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.

Aspire to Lead with Empathy, Creativity, and PassionWith an exciting announcement coming September 7th, Nathan Maynard joins me to share about his author contribution in my upcoming book, Aspire to Lead. In this Episode, we discuss: Empathy as a Leadership Strength Acknowledging and Owning Mistakes  The Restorative Discipline Group About Nathan Maynard:Nathan is a youth advocate, educational leader, and change maker. He is the co-author of Washington Post bestselling and award-winning Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices since 2008 in juvenile justice and educational settings.  He was awarded “Youth Worker of the Year” through dedicating his time with youth involved with the juvenile justice system in Indiana. He was instrumental in the design and opening of Purdue University's first high school in 2017, Purdue Polytechnic High School, serving underserved and underprivileged youth in inner city Indianapolis, Indiana. Prior to his years as a school administrator, he was a youth worker and program coordinator in a youth residential treatment care center.  He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices and work around equity. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Follow Nathan Maynard: Website: http://www.hackingschooldiscipline.com (www.hackingschooldiscipline.com)   http://www.hackingdiscipline.com (www.hackingdiscipline.com)  http://www.behaviorflip.com (www.behaviorflip.com)  Twitter:https://twitter.com/nmaynardedu?lang=en ( https://twitter.com/nmaynardedu?lang=en) Facebook Group: Hacking School Discipline  Linkedin: http://www.linkedin.com/in/nathan-maynard-6849827a (www.linkedin.com/in/nathan-maynard-6849827a) https://www.amazon.com/gp/product/1948212137/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1948212137&linkCode=as2&tag=aspirewebsite-20&linkId=07fc727361b28223dde31d4fc5c4b856 Are you a superfan of the Aspire podcast? Well, now you can show off your support with the new Aspire swag, featuring tee shirts, hoodies and a variety of drinkware. You can find all your Aspire Swag athttp://www.teachbetter.com/swag ( www.teachbetter.com/swag) Use Discount Code: ASPIRE for 25% OFF Tee-Shirts, Hoodies, and Drinkware:https://teachbetterswag.com/collections/aspire-the-leadership-development-podcast ( ASPIRE: The Leadership Development Podcast) This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Need a Presenter for a conference or school PD?[caption id="attachment_3378" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2021/04/Josh-CBB-2021.png () Joshua Stamper, Teach Better[/caption] https://joshstamper.com/contact/ (Contact Joshua Stamper ) for presentations on Restorative Practices, Leadership Development, and Innovative campus systems. [caption id="attachment_2597" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2020/02/Joshua-Stamper-Stock-photo.jpg () Joshua Stamper, Teach Better Speaking Network[/caption] Watch my session on Trauma Informed, restorative and social emotional practices athttp://www.teachsummit.com/stamper ( www.teachsummit.com/stamper) Follow the Host, Joshua Stamper:Contact:https://joshstamper.com/contact/ ( https://joshstamper.com/contact/)...

In this episode of This is Purdue, Shatoya Ward, founding principal at Purdue Polytechnic High School (PPHS) Englewood in Indianapolis, discusses how PPHS is reinventing the traditional high school experience, and her excitement for the school’s first graduating class of seniors. PPHS – now with three locations – was created to build new K-12 pathways that lead to Purdue, especially for Indiana students who are underserved by traditional high schools and underrepresented in higher education. You'll also hear from Kayla Owens, senior at PPHS and future Boilermaker. Listen in!

In this episode we will discover more about Purdue Polytechnic High School and how it is providing a pathway to Purdue for underrepresented minority students.

Purdue President Mitch Daniels joins the podcast to talk about the importance of returning to campus this Fall, everyone following the Protect Purdue Plan, continued growth, Purdue Polytechnic High School, football, and more!

Purdue Polytechnic High School's 3 Principals talk about the learning model, a typical day, industry-based partnerships, challenges brought on by COVID, President Daniels' support, and more!

About Brad Weinstein Brad Weinstein is the Chief Innovation Officer and a co-founder of BehaviorFlip, the first software that utilizes restorative practices. He has been featured in numerous high-profile publications and podcasts including Washington Post, Cult of Pedagogy, and School Leaders Now. Brad also created TeacherGoals on social media, which is one of the most popular educational accounts in the world. Brad worked as a Director of Curriculum and Instruction in downtown Indianapolis. Prior to that, he served as principal on the eastside of Indianapolis. Brad is a former teacher of the year and taught for 11 years at the middle school and elementary school level. He holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. About Nathan Maynard Nathan Maynard is a youth advocate, educational leader, and change maker. He is the co-author of Washington Post bestselling and award-winning Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied behavioral neuroscience at Purdue University and has been facilitating restorative practices for more than 10 years. He was awarded “Youth Worker of the Year” through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system in Indiana. He was instrumental in the design and opening of Purdue University's first high school in 2017, Purdue Polytechnic High School, serving underserved and underprivileged youth in inner city Indianapolis, Indiana. Prior to his four years as a school administrator, he was a youth worker and program director in a youth residential treatment care center. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Show Highlights Inclusive school environments Identifying if our schools are inclusive Inclusivity in online spaces Going beyond lip service Getting staff on board with inclusivity and promoting social justice Connect with Brad @WeinsteinEdu Connect with Nathan @NmaynardEdu @BehaviorFlip www.behaviorflip.com Connect with me on Twitter @sheldoneakins  

With so much uncertainty, fear, and trauma occurring in our students' lives, how can educators improve the social emotional health and regulation skills of each child? This week’s guest, Nathan Maynard, explains how, even through distance learning, all educators can use trauma-informed behavioral practices, mindfulness and circles to improve our student’s emotional wellbeing.  https://twitter.com/share?text=+-+&via=Joshua__Stamper&related=Joshua__Stamper&url=https://joshstamper.com/?p=2372 (Tweet This)In this Episode, we discuss: “Circling up” during distance learning  Restorative Practices  Utilizing mindfulness during these uncertain times  Student voice importance around equity  And Behavior Flip Follow Nathan Maynard: Website: http://www.hackingschooldiscipline.com (www.hackingschooldiscipline.com)   http://www.hackingdiscipline.com (www.hackingdiscipline.com)  http://www.behaviorflip.com (www.behaviorflip.com)  Twitter:https://twitter.com/nmaynardedu?lang=en ( https://twitter.com/nmaynardedu?lang=en) Facebook: BehaviorFlip  Facebook Group: Hacking School Discipline  Linkedin: http://www.linkedin.com/in/nathan-maynard-6849827a (www.linkedin.com/in/nathan-maynard-6849827a) About Nathan Maynard:Nathan is a youth advocate, educational leader, and change maker. He is the co-author of Washington Post bestselling and award-winning Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices since 2008 in juvenile justice and educational settings. He was awarded “Youth Worker of the Year” through dedicating his time with youth involved with the juvenile justice system in Indiana. He was instrumental in the design and opening of Purdue University's first high school in 2017, Purdue Polytechnic High School, serving underserved and underprivileged youth in inner city Indianapolis, Indiana. Prior to his years as a school administrator, he was a youth worker and program coordinator in a youth residential treatment care center.  He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices and work around equity. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. https://www.amazon.com/gp/product/1948212137/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1948212137&linkCode=as2&tag=aspirewebsite-20&linkId=3500c032167ac5f93a458c7c2eccac32 Go Community![caption id="attachment_2270" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2019/08/Go-Community.jpg () Better Leaders Better Schools[/caption] This community is one of my favorite one-stop-shop tools to engage with other amazing school leaders. I use this online resource to gain insight, gather resources, and develop my leadership capacity. The #1 Leadership Online community is generous and authentic, an antidote to the clutter and noise that other social media sites have become. What makes this community different is that it is: An investment, not free A private community with the same goal A conversation, not a variety of self-promoting presentations Evergreen, not ephemeral Focused on serving school leaders, not advertisers, companies, or investors I highly recommend using Go! Community to enhance your leadership skills! https://gumroad.com/a/907916403 (Click Here to Try Go! Community)  This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets...

The idea of using restorative practices in the classroom is straightforward. Educators build, and as needed, repair relationships with students, all in an effort to prevent or respond to conflicts a student may be going through. For example, if you two students get into a fight a school. A school not using restorative practices would suspend the students for a few days and then send them back to the classroom. However, a school using restorative practices would have conferences with the students and sometimes parents both before and after a suspension. During that conference, educators would ask the students a lot of empathy driving questions. This is done so each party involved will have a better understanding about how everyone feels. "If you do something wrong. You have to repair the harm for what you did wrong, says Nathan Maynard. Maynard studied Behavioral Neuroscience at Purdue and has been facilitating restorative practices for over ten years. Before becoming an educator he worked in the field of juvenile justice. Today he serves as the Dean of Culture at Purdue Polytechnic High School in Indianapolis. Earlier this year, Maynard and his colleague Brad Weinstein released "Hacking School Discipline" a book that offers educators ways to create a culture of empathy and responsibility in schools. In episode 109 of Class Dimissed, Maynard gives a digestible look at the benefits of restorative practices and how we can start implementing them in our classroom. To hear our full interview with Maynard, listen to the Class Dismissed Podcast on your favorite podcast app or on iTunes. All Rights Reserved. Class Dismissed Podcast 2017-2019

Desmond Tutu says, “Restorative justice says "No, the offense affected a relationship" and what you are seeking for is to restore the relationship, to heal the relationship.” Today, Brad Weinstein and Nathan Maynard, authors of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice help us understand how restorative justice should work and some examples that will help us understand the successful implementation. www.coolcatteacher.com/473   *** Advancement Courses Sponsor: Advancement Courses, a 30-year leader in teacher PD, is kicking off their Spring Sale! Use the code COOL 20 to save 20% off each course. Advancement Courses has over 240 graduate-level courses in 19 different subject areas. Topics include teaching foundational topics and emerging trends in K-12. The courses are all online and self-paced. Graduate credit is available with an official transcript from their CAEP and regionally accredited university partners. Thousands of teachers across the country become better at Advancement Courses. My favorite thing is that you can work at your own pace, create things for use in your classroom today, and you can have six months to complete the courses. Right now, my listeners can save 20% off each course with code COOL20 at Advancement Courses. *** Bios as Submitted Brad Weinstein works as an administrator at the Purdue Polytechnic High School Network in Indianapolis, Indiana as the Director of Curriculum and Instruction. He is a co-author of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Brad is a co-founder of BehaviorFlip, a restorative behavior management system that helps build empathy and responsibility in students. He is the creator of @teachergoals, one of the most popular educational accounts in the world on Twitter, Facebook, and Instagram. Brad served as principal for two years at Irvington Preparatory Academy on the eastside of Indianapolis. Brad taught for 11 years, including roles as a coach and STEM department chair. He won Teacher of the Year in 2016 at Zionsville West Middle School in Whitestown, Indiana. Brad holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. Connect with him on Twitter @WeinsteinEdu Nathan Maynard works as an administrator at Purdue Polytechnic High School in Indianapolis, as the Dean of Culture. He also is the Co-Founder of BehaviorFlip, a restorative behavior management system that helps build a culture of empathy and responsibility. Nathan studied Behavioral Neuroscience at Purdue University and has been in the field for over ten years working with at-risk populations. He was awarded "Youth Worker of the Year" through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system. He has been facilitating restorative practices for over ten years in a wide range of educational settings. Nathan is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap by implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Connect with him on Twitter @NmaynardEdu.

In this special episode of the Getting Smart Podcast, Erik Day and Mary Ryerse are (temporarily) kicking Caroline and Jessica out of the studio to talk about what they’ve learned (and shared) about competency-based education at the this year’s iNACOL Symposium.   Getting Smart staff recently published a landscape report on the state of competency-based education (CBE), entitled: “Show What You Know: A Landscape Analysis of Competency-Based Education,” which was discussed at a panel with Mary and a fantastic group of education thought leaders at the iNACOL Symposium. Following that, Mary had a conversation with Tom where they recapped their findings of the report, as well as some of the leading schools and districts that are personalizing learning and pacing.   In this episode, the Getting Smart team will be sharing portions of the panel and Mary’s subsequent conversation with Tom. You will be hearing from Michele Cahill, Managing Director of School Success, at XQ; David Ruff, Executive Director of Great Schools Partnership; and Shatoya Jordan Ward, the Principal of Purdue Polytechnic High School (at XQ). Tune in to hear their takes on competency-based education!   Key Takeaways: [:14] About today’s special episode. [1:16] Tom and Mary set the stage for the report. [1:34] Mary’s favorite examples of competency-based learning in her own life. [3:17] Mary and Tom discuss the premise of the report and how it all came to be. [5:00] Why competency-based is more appropriate than measuring learning through grade levels. [6:18] The importance of keeping equity at the forefront of competency-based learning. [7:24] Mary introduces the thought leaders involved in the panel. [7:38] Michele speaks about her time in New York City. [8:45] What Shatoya has learned about competency-based learning. [9:38] David shares his thoughts and passion for competency-based learning. [10:17] Mary summarizes the five key themes they explored in the panel about competency-based learning. [10:43] Mary and Tom discuss noteworthy model schools and networks. [13:49] The panel’s thoughts on what makes a noteworthy model school or network. [19:01] Tom and Mary discuss competency learning processes and tools. [20:15] Tom mentions some promising partnerships where model schools are being developed in conjunction with toolsets. [20:58] Mary talks about the importance of utilizing tools. [21:25] Shatoya elaborates more on the tools and model at Purdue Polytechnic High School. [24:11] Michelle talks about competency tools and their goals at XQ. [27:38] The panel discusses well-informed assessments. [29:41] The panels discusses some of the challenging parts of competency-based learning and some of the significant barriers involved. [34:44] The importance of sharing and getting feedback. [35:23] The panel discusses policy and advocacy around competency-based education. [38:57] Michele and David answer an audience question about scaling competency-based education. [43:39] Tom and Mary discuss how to best prepare teachers for (and support them in) competency-based environments. [44:46] The panel’s observations on the subject of teacher prep. [47:34] Mary’s final words for wrapping up this week’s episode and Erik’s recommendations for further listening.   Want to Listen to More on This Topic? Take a listen to Episode 151 where Tom talks with Michael Fullan about how schools worldwide are redefining learning outcomes, and Episode 158, where Tom and Lydia Dobyns discuss why and how schools should work together in networks.   Mentioned in This Episode: iNACOL iNACOL Symposium XQ Institute “Show What You Know: A Landscape Analysis of Competency-Based Education” Great Schools Partnership Purdue Polytechnic High School Lindsay Unified School District League of Innovative Schools Nokomis High School Empower Learning Teton Science School DSST Public Schools   Get Involved: Check out the blog at GettingSmart.com. Find the Getting Smart Podcast on iTunes, leave a review and subscribe.   Is There Somebody You’ve Been Wanting to Learn From or a Topic You’d Like Covered? To get in contact: Email Editor@GettingSmart.com and include ‘Podcast’ in the subject line. The Getting Smart team will be sure to add them to their list!

Andrew Goodin of Purdue Polytechnic High School in Indianapolis talks about design thinking and education. Tooltip of the episode is the Glowforge laser cutter and engraver. Go to makerriot.com to join the discussion about incorporating maker activities into traditional classroom environments.