Podcasts about School climate

Jason talks with Angi McAndrews, Director of Student Engagement and School Climate for Rochester Public Schools, about what they're doing with a State program designed to help address chronic absenteeism

Hour 2: Jason talks with Melinda Roeder, news director at WTAJ-TV in Altoona, PA, about today's arrest of a "person of interest" in the murder of UHC CEO Brian Thompson. Then he talks with Angi McAndrews, Director of Student Engagement and School Climate of Rochester Public Schools, about their participation in a state program to try and get kids back in the classroom.

Getting staff AND students on the same page can be incredibly difficult these days. But what if there was a silly, simple way to increase the climate and culture of your school while also bringing people together? What if that same idea would INCREASE positive office referrals too? In this week’s episode of the This Teacher Life podcast we unpack the details of how a plastic golden cat when from being trash to a treasure. I promise that “Gary” can gain popularity in your school once you listen to this short and sweet solution! Episode Notes:  Last Call for the Rooted Classroom Course Filled with TONS of Relationship Building Ideas: monicagenta.com/courses Get a free PDF copy of Monica's Book Crushing It For Kids Here: http://bit.ly/MonicaGenta Connect with Monica on social media: Instagram: instagram.com/monicagentaed/ TikTok: tiktok.com/@monicagentaed Facebook: facebook.com/MonicaGentaEd Twiiter: twitter.com/monicagentaed

The task force in charge of finding solutions to the state's student behavior and school climate issues recently delivered its final recommendations.This comes after the group spent months putting together those recommendations to help districts better address increasing reports of student behavior incidents and absenteeism.This week, Delaware Public Media's Sarah Petrowich spoke with Senate Majority Leader Bryan Townsend – Chair of the Student Behavior and School Climate Task Force – about the recommendations and next steps.

Send us a textIn this episode of the Crisis in Education podcast, Dr. Paulie sits down with Dr. Skip Wilhoit to dive into a critical yet often overlooked aspect of educational success—measuring and incorporating school climate into the overall school grade. Together, they explore why a supportive, positive climate is essential for both students and educators, the ways in which it impacts academic outcomes, and how school climate metrics can—and should—be integrated into accountability systems. With a blend of candid insights and data-driven discussion, Dr. Paulie and Dr. Wilhoit make the case for why shifting the focus beyond academic scores and towards climate measurement can transform schools into healthier, more effective learning environments. This episode is a must-listen for educators, policymakers, and anyone passionate about meaningful change in education. About Dr. WhilhoitDr. Skip Wilhoit is an experienced educator and administrator specializing in school safety, student intervention, and behavioral management. He has served as the Safe Schools, Dropout Prevention, and Student Intervention Specialist for the School District of Manatee County in Florida. His work in the district includes initiatives focused on bullying prevention and character education, aiming to foster a positive and safe learning environment for students. Dr. Wilhoit has also been involved in securing significant funding for educational programs. He was awarded a $2.7 million grant to benefit his K-12 school district, reflecting his commitment to enhancing educational outcomes and addressing behavioral issues within schools. 

Larry Jacobs interviews school psychologist and consultant/expert on school climate and SEL, Dr Howie Knoff, Howie is the President of Project ACHIEVE Educational Solutionsbased in Fort Myers, Florida. and  has been awarded almost $50 million dollars during his career including FIVE five-year $5 Million U.S. Department of Education School Climate Transformation Grants.

Larry Jacobs interviews school psychologist and consultant/expert on school climate and SEL, Dr Howie Knoff, Howie is the President of Project ACHIEVE Educational Solutionsbased in Fort Myers, Florida. and  has been awarded almost $50 million dollars during his career including FIVE five-year $5 Million U.S. Department of Education School Climate Transformation Grants.

There's a feeling you get when you walk into a school. You get a sense for the kind of place it is when you look at the people's faces, or the way the light that comes through the windows. It's even in the colors and art on the walls in the hallway. This intangible thing is your school's climate and it's something you co-create with your schoolwide community.In this episode of Expert Instruction, we're joined by three educators who know how to create that positive school climate we all want to experience: Dr. Ginny Joseph, Kathy Stauffer, and Sun Saeteurn.Ginny is a PBIS and Mental Health Coordinator for the Orange County Department of Education in Costa Mesa, CA. She supports schools and district in their efforts to implement a multi-tiered framework for inclusive behavior supports. Ginny is passionate about creating safe learning spaces by engaging the entire schoolwide community. Kathy comes to us from the Saddleback Valley Unified School District in Mission Viejo, CA where she trains and supports school teams in their implementation of multi-tiered systems of support. In her work, she focuses on fostering respectful, responsible, and inclusive communities. Sun has been the principal at Monroe Middle School in Eugene, OR for the last six years. Before that, he was a high school assistant principal and a middle school teacher. Everywhere he goes, no matter what his role, Sun creates supportive spaces by engaging students, staff, and the larger community and building strong relationships. For more information about the resources shared in this episode, check out the following links: School Climate SurveyTiered Fidelity Inventory Turquoise or Blue? How One Test Uncovers the Hidden Assumptions in Our Classrooms Proven Ways to Make Schoolwide Feedback workStart With Why: How to Put Purpose Back in Your Work

Across the UK, emissions from schools make up 2% of the total, and 36% of public sector emissions, and the DfE has said every school in England should have a climate action plan in place by 2025. Join our guests Sarah Mills, a Climate Action Advisor for the charity Let's Go Zero, and Kate Waterfield, the Sustainability Lead at Brookhurst Primary School in Leamington Spa, to find out how schools are responding to this need for a climate action plan, what it looks like in practice, and what support is available to schools to help them to develop and deliver it.

Host: David Goehl-Manolis, NAMI Minnesota's Suicide Prevention Coordinator Guests: Leah Bourg (Principal, South St. Paul Middle School), Jennifer Danielson (Assistant Director of Student Services, South St. Paul School District), Daniel Hodge (School more »

Welcome back to Season 12 of the Neuroscience Meets Social and Emotional Learning podcast, where we connect the science-based evidence behind social and emotional learning and emotional intelligence training for improved well-being, achievement, productivity, and results using practical neuroscience. In Episode 344, we continue with our 18-week self-leadership series, diving into Chapter 14 of Grant Bosnick's book to explore the neuroscience of resiliency. We revisit past episodes with Horacio Sanchez to understand the factors that contribute to resilience and discuss the intriguing analogies presented by Bosnick, including the donkey in the well and the carrot, egg, and coffee bean story. Learn how to build resilience within yourself and your teams by focusing on Patrick Lencioni's five functions of a high-performing team. Discover how developing willpower, a crucial faculty of the mind, can enhance your ability to overcome adversity. We also delve into new research on the anterior mid-cingulate cortex, a brain region associated with willpower and resilience. Join us as we uncover strategies to harness resilience, strengthen our brains, and emerge stronger from life's challenges. Don't miss this insightful episode that equips you with the tools to face adversity head-on and lead with resilience. On today's EPISODE #344 “The Neuroscience of Resilience: Building Stronger Minds and Teams” we will cover: ✔ A review of past EP 74 and EP 286 on “Building Resiliency, Grit and Mental Toughness” ✔ A review of Horacio Sanchez's work on resiliency: protective vs risk factors. ✔ Ch. 14 from Grant Bosnick's Tailored Approaches to Self-Leadership book with 2 intriguing analogies presented by Bosnick, including the donkey in the well and the carrot, egg, and coffee bean story. ✔ Learn how to build resilience within yourself and your teams by focusing on Patrick Lencioni's five functions of a high-performing team. Discover how developing willpower, a crucial faculty of the mind, can enhance your ability to overcome adversity. ✔ Discover how developing willpower, a crucial faculty of the mind, can enhance your ability to overcome adversity. ✔ We also delve into new research on the anterior mid-cingulate cortex, a brain region associated with willpower and resilience. For Today, EPISODE #344, we are moving on to Chapter 14, reviewing “The Neuroscience of Resiliency,” a topic we have covered a few times on this podcast, way back with Horacio Sanchez, who named his Educational Consulting Business Resiliency Inc. back on EP #74[i] and then we did a deep dive Brain Fact Friday on EP #286 “Building Resiliency, Grit and Mental Toughness.”[ii] On this episode we reviewed Horacio Sanchez's definition of resiliency as “a collection of protective risk factors that you have in your life” and that there are some factors we are born with, and others come in through childhood, family, school, life events and social experiences. Horacio reminds us that “if you have little risk, it takes less to be resilient. But—if you have a lot of risk, it takes a lot more protective factors to offset the scale.”  This is why two people can possibly respond in two completely different ways after a traumatic experience. One person walks away, dusts themselves off, and recovers quickly, (they had more reservoirs of resilience to tap into) while the other has a completely different outcome, and needs more assistance to get back on track. With resiliency, we can overcome adversity or difficulty and have good outcomes in our life, but you can see why not everyone is born with exactly the same protective factors needed, so we don't all have the same levels of resiliency. Horacio mentioned that “25% of the population are naturally resilient” and his work focuses on instilling this trait in those who are not naturally resilient due to the number of risk factors associated to them. To this day, he continues with his mission, flying around the country, helping our next generation of students to become more resilient. Resiliency came out as a low priority for me with the with 0% (Pathway 5) along with Change and Agility, and it makes more sense to me now that I understand the protective and risk factors that I faced growing up as a child, from my family, from school, life and social events. When I review the list, I can see that I was fortunate to have more protective factors, than risk.   IMAGE FROM EP 74 with Horacio Sanchez. If you've taken the leadership self-assessment[iii], look to see if Resilience (in Pathway 5) along with change and agility, is of a low, medium or high priority for you to focus on this year. If you haven't listened to EP 74, or 286, where we dove deeper into the building resiliency, grit and mental toughness, I highly encourage that you listen to both of these episodes, in addition to what we will uncover today on resiliency.   So what does Grant Bosnick have to say about building resilience in ourselves, and our teams in chapter 14 of his book? He opens up the chapter with a situation with a farmer and his donkey, who had fallen into a hole in the ground, (a well) and couldn't get out. Finally, after trying to get the donkey out, he gave up, and decided to shovel dirt into the well, since the donkey was old, and not worth saving. At first Grant writes that the donkey cried with the dirt being shoveled onto him, until he eventually stopped and was quiet. When the farmer looked into the hole he was amazed at what he saw. With each shovel of dirt, the donkey would shake it off his back, and use the dirt to climb up higher, until he was able to easily step out of the hole and trot off happily. What Grant is showing us at the start of this chapter is that we all will have dirt shoveled on our backs in our life, and “that we can either get buried in the dirt or shake it off and take a step up. Each adversity we face is a stepping stone, and we can get out of the deepest wells by shaking off the dirt and taking a step up.” (Chapter 14, Resilience, Bosnick, Page 160). There was another analogy in Grant's book that I liked, about a carrot, an egg and a cup of coffee.  The story went like this. There was a young woman who went to her mother one day, complaining the things were difficult for her with her life. Her mother took her into the kitchen and filled three pots with water, and placed them on the elements, bringing each one to a boil. One pot she placed carrots in, the second, an egg and the third one, coffee beans. After 20 minutes, she asked her daughter what she saw. Her mother's explanation was eye-opening. She explained to her daughter that “each of these objects faced the same adversity—boiling water. Each reacted differently. The carrot went in strong, hard and unrelenting. However, after being subjected to the boiling water, it was softer and became weak. The egg was fragile…but after being in the boiling water, it's inside became hardened. The ground coffee beans were unique, however. (Bosnick writes that) after being in the boiling water, they changed the water…(and the mother asked her daughter) when adversity faces you, how do you respond? Are you a carrot, an egg or a coffee bean?” (Chapter 14, Resilience, Bosnick, Page 161). Grant asks the reader of his book to think about this question. Which one would you pick? “Are you the carrot that seems strong but with pain and adversity (wilted) and became soft, losing its strength? Are you the egg that starts with a soft heart, but hardens with the heat? Or are you like the coffee bean that actually changes the hot water, the very circumstance that (brought) the pain?” (Chapter 14, Resilience, Bosnick, Page 161). I'm hoping that we all desire to experience change with the adversity we face. Bosnick gives two real-life examples of famous people who took their pain, and changed for the better, because of it. Terry Fox, a distance runner from British Columbia, Canada was his first example and Kawhi (Ka-why) Leonard, a professional basketball player from the NBA. You can look up these stories, if you don't know them already. Growing up in Canada, I remember Terry Fox's story well. Terry Fox took the pain of a cancer diagnosis that led to one of his legs being amputated and replaced with an artificial leg, and rather than giving up, or becoming hard or soft, he changed the situation with his Marathon of Hope.  It was “first held in 1981, and has now grown to involve millions of participants in over 60 countries and is now the world's largest one-day fundraiser for cancer research, with over $750 million Canadian dollars raised in his name.” (Chapter 14, Resilience, Bosnick, Page 162). Bosnick reminds us that “resilience is not only about bouncing back from adversity, but rather it is about surviving and thriving through the stress caused by the adversity, and changing our situation to make it better.” (Chapter 14, Resilience, Bosnick, Page 162). Building Resilience in Ourselves and Then with Our Teams After Bosnick focused on building resilience in ourselves, he went on to show how to build resilience in our teams, and he mentioned a book, that we have recently talked about with mediation expert John Ford, from EP 340.[iv]   I love making connections with past episodes, and when I read Bosnick mention The Five Dysfunctions of a Team by Patrick Lencioni[v], I went straight back to that episode with John Ford. In chapter 14, Bosnick outlines “the five dysfunctions of teams: absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. (Next he outlines) the five functions of a high performing team: trust, absence of fear of conflict, commitment, accountability and attention to results.” (Chapter 14, Resilience, Bosnick, Page 170). Bosnick writes that “when we feel accountable and have attention to results, we adopt a mindset or attitude of control, which enables us to take direct, hands-on action to transform changes, adversities and the problems that they may cause…If we believe that we can influence the outcome of an adverse situation, we are more apt to push ourselves to deal with it. If the opposite is true, we may question our ability to turn adversity around and stop trying.” (Chapter 14, Resilience, Bosnick, Page 171). When I think of a recent time that I faced adversity, and had to be resilient in the process, if I didn't think it would be possible for me to be successful, there is no way I would have persevered. Each individual on a team must have this mindset, as they go through change and adversity. The focus must be on Lencioni's work: “building a high functioning team—with trust, absence of fear of conflict, commitment, accountability and attention to results—(that) will lead to proactive behaviors and increase our own (personal) resilience and the resilience in our team.” (Chapter 14, Resilience, Bosnick, Page 171). Bosnick offers a reflection activity in Chapter 14 where he asks the reader to: Think of an adverse situation that you are facing at the moment (could be in your work or personal life). Consider how this situation is making you feel. I'm going to add that if you feel like the situation is in control of you, then you are not going to win. You' ve got to be confident that YOU are in control of whatever it is that you are going through. How can you adopt a more prosocial mindset to see the adversity as opportunity to make things better for yourself and others? Thinking of the carrots, the egg and the coffee bean. What will it take to get you to become the coffee bean? How can you help yourself and your team to be more high functioning? Thinking of Lencioni's 5 Dysfunctions of a Team, how will you help your team to move towards trust, absence of fear of conflict, commitment, accountability and attention to results? Developing Our Will to Overcome Adversity:  What will it REALLY take for you to become more resilient and overcome adversity? It will take a highly developed Will Power. We have talked about how to develop this faculty of our mind on EP #294[vi] where we dove deep into the 6 Faculties of our Mind, with our Will Power being one of them. I do highly recommend listening to this episode if you want to review these important faculties. Since I can always use a refresher myself, I'll highlight what we covered on this important faculty that we will need to develop, to overcome adversity. YOUR WILL: This is one of my favorite faculties. (out of the 6: along with our ability to reason, use our intuition, perception, memory and imagination). This one (The use of the Will) gives you the ability to concentrate. While sitting down to write this episode, I've gotten up from my desk a few times, but I'm determined to finish writing this, so I can record and release this today. That's the will at work. You can also use the will to hold a thought on the screen of your mind, or choose thoughts of success, over thoughts of failure. OR-use the power of your Will to overcome the adversity you face, like Terry Fox, or Kawhi (Ka-why) Leonard. If you have a highly evolved will, you'll lock into doing something, block out all distractions, and accomplish what you set out to do. HOW TO DEVELOP THIS FACULTY TO OVERCOME CHALLENGE OR ADVERSITY? Developing the will takes practice. Meditation can strengthen your will, but so can staring at a candle flame until you and the flame become one. I tried this activity in my late 20s, and remember it was a few hours of staring at this candle flame, before I was able to block out the distractions of the outside world, and the flame extended towards me.  This faculty, like the others, takes time and practice, but once you've developed this faculty, you'll know you have the ability to sit, focus, and do anything. An extension of this activity would be that once you and the flame have become one, try to change the color of the flame. In your head say “blue, blue, blue” and watch the color of the flame turn to blue. Pick a different color and see if you can quickly change the color of the flame from blue, to red, to orange, to whatever color you think of.” This activity will strengthen your will. BRINGING IN THE NEUROSCIENCE: It was here that I wondered what neuroscience has to say about this topic. We have covered The Neuroscience of Resiliency on past episodes, but we have not yet covered some new research that Dr. Andrew Huberman discovered this past year about what happens to our brain when we have a highly developed Will Power, that we will need to overcome adversity and challenge. This new research actually made famous scientist jump out of his chair. DID YOU KNOW that there is a part of the brain called “the Anterior mid cingulate cortex. This area is not just one of the seats of willpower but scientists think it holds the secret in “the will to live?”[vii] When I first heard about this part of the brain, I knew it was important for overcoming adversity, and helping us to become more resilient. Scientists discovered that this part in the brain increases in size when we do something we don't want do, like exercising when we would rather not, or diet or resist eating something we know is bad for us, when we would rather eat the old way. Dr. Huberman shared on this eye-opening episode with his guest, David Goggins that “when people do anything that they don't want to do, it's not about adding more work, it's about adding more work that you don't want to do, this brain area gets bigger.” This part of the brain is larger in athletes, larger in people who overcome challenge, and as long as people continue to “do difficult things” this area of the brain keeps its size. To me, this shows that building resilience in ourselves and our teams is not just good for whatever challenge we are looking to overcome, but we are building stronger, more resilient brains: specifically, stronger anterior mid cingulate cortexes. REVIEW AND CONCLUSION To review and conclude this week's episode #344 on “The Neuroscience Behind Building Resilience in Yourself and Your Teams” we covered: A review of EP 74 and 286 where we covered the Neuroscience of Resilience with Horacio Sanchez's work reminding us that our protective or risk factors in our lifetime, will determine how resilient we will be in our life. While 25% of the population are naturally resilient, Horacio asserts that “if you have little risk, it takes less to be resilient. But—if you have a lot of risk, it takes a lot more protective factors to offset the scale.” Horacio has dedicated his life to helping our next generation become more resilient. Next we looked at Grant Bosnick's book, Tailored Approaches to Self-Leadership (Chapter 14) where he gave us the analogy of the donkey who fell into the well, and demonstrated resiliency when he used the dirt shoveled on him, to climb out. This example taught us that we all will have dirt shoveled on our backs in our life, and “that we can either get buried in the dirt or shake it off and take a step up. Each adversity we face is a stepping stone, and we can get out of the deepest wells by shaking off the dirt and taking a step up.” (Chapter 14, Resilience, Bosnick, Page 160). Another analogy we learned was through the mother and daughter story, and that when adversity faces you, Bosnick asks us to reflect. “Are you the carrot that seems strong but with pain and adversity (wilted) and became soft, losing its strength? Are you the egg that starts with a soft heart, but hardens with the heat? Or are you like the coffee bean that actually changes the hot water, the very circumstance that (brought) the pain?” (Chapter 14, Resilience, Bosnick, Page 161). I'm hoping that we all desire to experience change with the adversity we face, like the coffee bean. After learning about building resiliency in ourselves, we learned about building resiliency within our teams, and looked at Patrick Lencioni's The Five Dysfunctions of a Team. The absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Then we learned to turn this around, using the five functions of a high performing team: trust, absence of fear of conflict, commitment, accountability and attention to results.” (Chapter 14, Resilience, Bosnick, Page 170). Then we looked at how we develop resiliency, using our Will Power from EP 294 where I shared an activity to strengthen this faculty of our mind either through meditation, or with an activity of staring at a candle flame, and with time, effort and sheer will power, blocking out everything else around you, until you and the candle flame become one. Finally, we looked at the fascinating new neuroscience behind the part of our brain (the anterior mid cingulate cortex) that becomes bigger when we use our will power to do those things we don't want to do. Scientists believe this ability to use our will power to do difficult things, which builds our resiliency, is what's really behind the will to live. I hope you've found this episode on building resilience in yourself and your teams as valuable as I have, and that when challenge comes our way in the future, that we continue to lean into it, using every ounce of our will power, and become a coffee bean, emerging stronger than the challenge we faced, and knowing that this process is building a part of our brain (our anterior mid cingulate cortex) to be bigger, helping us to continue to do difficult things in our future. With that thought, I'll close out this episode and see you next time, with two interviews coming, to help us to continue to build stronger versions of ourselves this year. I'll see you next week. REFERENCES:   [i] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #74 with Horacio Sanchez on “How to Apply Brain Science to Improve Instruction and School Climate” https://andreasamadi.podbean.com/e/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/   [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #286 on “Building Resiliency, Grit and Mental Toughness”  https://andreasamadi.podbean.com/e/brain-fact-friday-on-building-resiliency-grit-and-mental-toughness/   [iii] Self-Assessment for Grant Bosnick's book https://www.selfleadershipassessment.com/   [iv] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #340 “Navigating Workplace Conflicts: Insights from a Mediation Expert, John Ford”  https://andreasamadi.podbean.com/e/navigating-workplace-conflicts-insights-from-a-mediation-expert/   [v] The Five Dysfunctions of a Team by Patrick Lencioni Published April 11, 2002 https://www.amazon.com/Five-Dysfunctions-Team-Leadership-Fable/dp/0787960756   [vi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #294 “Beyond Our 5 Senses: Using the 6 Faculties of our Mind” https://andreasamadi.podbean.com/e/beyond-our-5-senses-understanding-and-using-the-six-higher-faculties-of-our-mind/   [vii] How to Build Will Power Dr. Andrew Huberman with David Goggins https://www.youtube.com/watch?v=84dYijIpWjQ        

In this episode of the School for School Counselors podcast, host Steph Johnson addresses the expanding role of school counselors in behavior intervention, emphasizing the need for a trauma-informed approach. She discusses common concerns counselors have about behavior intervention, including the misconception of equating it to discipline, time constraints, and the fear of being misutilized. Steph urges counselors to rethink their approach by identifying the origins of problematic behavior and addressing systemic issues rather than relying on one-stop solutions. She also highlights the importance of mindful language use and empowering students as peer mentors to foster a supportive school environment. Finally, she introduces the upcoming topics in the podcast and the resources available in the School for School Counselors mastermind group.00:00 Introduction and Podcast Welcome00:14 The Role of School Counselors in Behavior Intervention01:29 Challenges and Concerns in Behavior Intervention02:25 Rethinking Behavior Intervention Strategies[03:00 Celebrating a Podcast Milestone]04:02 Addressing the Root Causes of Behavior08:55 The Power of Language in Behavior Intervention13:03 Empowering Students as Change Agents17:27 Final Thoughts and Upcoming Topics**********************************References/Resources:McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. G. (2015). Do Intervention Impacts on Academic Achievement Vary by School Climate? Evidence from a Randomized Trial in Urban Elementary Schools. Society for Research on Educational Effectiveness.https://files.eric.ed.gov/fulltext/ED562123.pdfPaquette, D. and Ryan, J. (2015). Bronfenbrenner's Ecological Systems Theory. National Dropout Prevention Center. https://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdfWade, L., Leahy, A. A., Babic, M. J., Beauchamp, M. R., Smith, J. J., Kennedy, S. G., ... & Lubans, D. R. (2022). A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders. Scientific Reports, 12(1), 21222. https://www.nature.com/articles/s41598-022-25662-9.pdf**********************************Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)Join the School for School Counselors MastermindThe Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!Did someone share this podcast with you? Be sure to subscribe for all the new episodes!!

This edWeb podcast is sponsored by Panorama Education.The edLeader Panel recording can be accessed here.Post-pandemic rates of absenteeism have roughly doubled—leaving districts seeking effective absenteeism interventions. But before interventions can be effective, districts need to understand the why behind student absences, and which factors they can best impact. With data and strategies directed at sense of belonging and teacher-student relationships, districts can make school stick for every student.New research from Panorama has studied 1.7 million students across 40+ states. The research estimates that around 20% of a student's probability to be chronically absent is impacted by the school they attend—even when controlling for student characteristics, learning needs, and school poverty level. This promising statistic means that district leaders have levers in their locus of control to improve school climate and improve attendance.Listen to this engaging edWeb podcast to hear from district leaders about how they:Capture and track data to understand which students need attendance supportImplement Tier 1 practices to grow sense of belonging for all studentsIntegrate strategies in every classroom through effective staff trainingPlus, the panelists share free toolkits, blogs, and other resources to get you started! This edWeb podcast is of interest to K-12 teachers, school leaders, and district leaders.Panorama EducationHelping schools and districts transform their approach to education, so that every student thrives.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Join us as we untangle the inspirational journey of Matthew Ebert, a powerhouse in education and expert in school leadership. With over twenty years of education experience, Matthew's transformational insights have touched the lives of millions of educators worldwide. Quotables *All quotables are from the interviewee "People are not robots. The investment in the adults... the operationalizing of this idea of care pays off in the long run even if it's messy." It's [winning] laughter. It's joy. It's people being happy to come to work, and kids being happy going to school. "Winning [in education] is a long term strategy that comes from taking care of each other." About Matthew: Matthew Ebert is a human-centered leader with 20+ years of experience in education, primarily focused on school leadership in urban settings. Matthew's consulting is grounded in his experiences as a teacher, director of academic innovation, academy leader, and a decade of successful leadership as a public charter school principal. Throughout his leadership tenure, Matthew has developed teams that exceed expectations, consistently achieving strong results. He is committed to cultivating healthy work and learning environments in which individuals feel seen, heard, and valued. In addition to helping team members consistently attain their personal and professional goals, Matthew has facilitated dramatic and consistent growth in student achievement in both Baltimore and Boston, in metrics focused on academic achievement and school climate. Matthew's leadership is based in the idea that we are all here to take care of one another. Connect with Matthew: www.linkedin.com/in/matthewebert1982 https://www.linkedin.com/company/ebert-educational-consulting IG: eberteducationalconsulting X: eberteducation Published Works: EdWeek Creating A Culture Of Care Telling An Excellent Teacher It's Time To Leave

This week, we are discussing the many strategies utilized in Akron Public Schools to create consistency and high-fidelity implementation of Positive Behavior Interventions and Supports (otherwise known as PBIS). Nearly every district we work with, of every size, situation, and location, finds that it is extremely challenging to get all buildings doing the same thing - or at least meeting district non-negotiables that keep everyone aligned to the same set of priorities. And of all the districts are who making the shift to a district-wide focus, only one in Region 8 has a whopping 47 buildings to coordinate, and that is Akron Public Schools. Today, we're talking with Nicole Hassan, APS Coordinator of School Climate, and Taylor Hair, APS District Instructional Specialist, about the many creative strategies their district uses to make this happen. Co-Host: Heidi Kerchenski, SST8 Educational Consultant Additional Resources: District Systems Fidelity Inventory (DSFI; website and resource download)

This edWeb podcast is sponsored by PERTS.The edLeader Panel recording can be accessed here.Research is clear: Young people learn best when schools afford them key experiences, like a sense of belonging, schoolwork that feels meaningful and personally relevant, and the sense that adults in the building believe in them. Experiences like these are now taking their rightful place at the front and center of school and district leaders' strategic visions.As a result, schools increasingly measure how their students experience school climate, classroom learning conditions, and academic mindsets. Yet the potential of such data is in danger of going unrealized unless districts and schools learn to leverage it effectively. Join this edWeb podcast to learn about:An evidence-based tool to leverage student voice for continuous improvementResearch on three learning conditions that drive student engagement and achievementEasy-to-implement strategies for nurturing these learning conditionsSuccess stories from educators who have implemented these strategies in their classrooms and schoolsAll listeners receive:A soon-to-be-released field guide: From Data to Impact: Leveraging Student Voice Data for Meaningful ChangeAn infographic on the learning conditions that drive student engagement and achievementA practical guide for nurturing learning conditionsThis edWeb podcast is of interest to teachers in grades 6-12, school and district leaders, professional development leaders, and instructional coaches.PERTSEvidence-based solutions for student motivation, persistence, and success.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Show Notes: https://amandawritenow.com/unpacking-the-impact-of-school-climate-and-culture-on-the-teacher-shortage-crisis/ In this podcast episode, the hosts Amanda and Trina, both teachers, are joined by guest Jessica Martin, a teacher, author, and entrepreneur. They discuss climate and culture in schools and its impact on the teacher shortage crisis. Jessica shares her diverse teaching experiences and insights from her social media followers, revealing that many teachers feel demoralized and burnt out. The conversation covers the challenges faced by educators during the pandemic, the emotional toll of student behavior, and the struggle for fair contracts and working conditions. The episode concludes with a message of solidarity among teachers and the importance of advocating for change in the education system. Jessica's social media engagement is also highlighted, with a mention of her Instagram handle so teachers listening can follow her: whimsical_teacher.

In this solo episode, Christina explores how advocating for a ceasefire aligns with key K12 standards. From prioritizing safety and well-being to fostering a positive school culture and engaging with our community, she delves into the role of ethical leadership in promoting peace. Christina discusses the significance of advocating for a ceasefire and its alignment with K12 standards, including Educational Leadership, School Climate and Culture, Community Engagement and Partnerships, and Ethical Leadership and Professionalism. She explores why advocating for peace matters, the challenges administrators may face, and issues a call to action for prioritizing ethical leadership and creating a safer, more peaceful learning environment. Tune in for valuable insights and actionable steps toward advocating for peace in education! Please feel free to use and share these templates widely! Let's unite as an educational community to advocate for a ceasefire now and make a meaningful impact in the lives of our students and communities. Educator Template: [Link to Educator Template] Parent Template: [Link to Parent Template] .Related Episodes:  Episode 72: School Leaders …. We need to talk about Palestine! Episode 51: Being an equity-driven leader is more than a buzzword Episode 42: Why knowing your VALUES is key in LEADERSHIP School Leader Resources available on our EEC website:  The Power of Reflection: An Equitable and Intentional Planner for K-12  School Leaders Template: Educator's Values   --- Support this podcast: https://podcasters.spotify.com/pod/show/elinandchristina/support

You've may have heard of the Good Behavior Game--strategies for encouraging positive choices and time on task in the classroom.  PAX is a system that supports this. The PAX game, if you will, guides students in what the behavior expectations are and rewards them when they get there. Holly Campbell is a Behavior Reinforcement and Implementation Coordinator (BRIC) with Elyria Schools and she spearheads many of the PAX workshops at the elementary level, including sessions with parents to equip them with knowledge and tools for using PAX strategies at home. We chatted with Holly about PAX and how it fits into bigger picture of positive behavior and culture in school. Take a listen! It's a great day to be a Pioneer! Thanks for listening. Find Elyria Schools on Facebook, Twitter, Instagram and YouTube!

Bullying is a topic we often choose to avoid, but it is rampant in so many different ways in our culture today.The question is why and what can we do about it.I am pleased to have Cletus Bulach on the show to discuss this. He has been involved in education for 40 years, focusing on the impact climate and culture of bullying and the effects on students.We will discuss the positive ways to change school culture and the nine forms of power that can be used for good vs bad.Inspire Vision Podcast is broadcast on K4HD Radio (www.k4hd.com) part of Talk 4 Radio (www.talk4radio.com) on the Talk 4 Media Network (www.talk4media.com). Inspire Vision Podcast TV Show is viewed on Talk 4 TV (www.talk4tv.com).Inspire Vision Podcast is also available on Talk 4 Podcasting (www.talk4podcasting.com), iHeartRadio, Amazon Music, Pandora, Spotify, Audible, and over 100 other podcast outlets.

Join us for an engaging and thought-provoking discussion on the topic of school safety and politics. Our panel of experts, elected officials, and advocates will explore the complex issues surrounding school safety in today's political climate, and share their insights and experiences on how to navigate this challenging landscape. During the roundtable, our panelists will discuss the various policy approaches and practical solutions for creating safer learning environments for students and faculty, and examine the role that advocacy and political discourse play in shaping school safety policy. Additionally, our panelists will share their perspectives on the challenges and controversies that often arise when discussing school safety, and how to find common ground in the midst of political polarization. Participate in the conversation online: https://community.zeronow.org/c/sessions-webinars/post-webinar-q-a-the-politics-of-school-safety Speakers Jonathan Kassa School Board Director, North Penn School District Vice President, Regulatory Compliance·Margolis Healy Jonathan Kassa provides national thought leadership and expertise in campus public safety policy and practices. He has led innovative national initiatives to increase community-oriented safety, security and victim advocacy in a career spanning over 25 years. Jonathan is Vice President for Regulatory Compliance at Margolis Healy, a professional services firm specializing in safety, security, emergency preparedness, and regulatory compliance for all types of communities and workplaces. He also serves as an elected School Board Director for one of Pennsylvania's largest school districts where he chairs the Safe Schools Committee. Brandon Rhone Coordinator for Emergency Management and Safety Schools·North Penn School District Brandon Rhone is an esteemed law enforcement executive and a renowned expert in school safety and violent critical incidents. With extensive experience advising corporate, educational, and governmental leaders, Brandon has trained tens of thousands of individuals in proactive responses to violent incidents. As the Coordinator for Emergency Management and Safety Schools at North Penn School District, Brandon oversees public safety solutions and personnel for 21 facilities and 13,000 students. Brandon has also served as the Director of Training for Navigate360 and is a sought-after keynote speaker and thought leader in school and public safety organizations. With 17 years of police experience, Brandon is a Master Instructor in various law enforcement disciplines. He also serves as Vice President and Operations Chair for his local school district Board of Directors and sits on the county's School Climate and Safety Taskforce. T. Scott Harden Mayor (frmr) Wood Village, OR T. Scott Harden is the Finance Supervisor at Springdale Job Corps Center, a federal program providing education and career training to disadvantaged students aged 16-24. He's also the Equal Opportunity Officer, a student mentor, an instructor in the leadership program, and participates in fact-finding boards related to student discipline. Scott is a former mayor of Wood Village, Oregon, where he partnered with organizations to host forums on safe gun storage and served on the Mount Hood Cable Regulatory Commission. He has a long-time partnership with the Reynolds School District, serving on their budget committee, non-profit education foundation, and successfully managing their bond campaign in 2015. ABOUT ZERONOW ZeroNow is the stakeholder community formed to drive ideas, innovation, and investment to advance school safety. Together, we will make schools safer for good, Visit www.ZeroNow.org for more info and to join the movement.

A school is more than just a place of learning; it's a community where students should feel safe, supported, and empowered to reach their full potential. While teachers and administrators play critical roles in shaping this environment, the often unsung heroes, classified staff members, are instrumental in enhancing school climate and ensuring student safety. This discussion delves into the vital role classified staff members play in shaping a school's climate.#EducationalLeader,Kim"Drop me a text now—I'd love to hear from you!" “When students are led well, they learn well.”Website: http://www.kimdmoore.comLinkedIn: https://www.linkedin.com/in/kimdmooreYouTube: https://www.youtube.com/@EducationalLeaderThe views shared in the Educational Leadership Moment are solely mine and do not reflect the positions of my employer or any entity within the local, state, or federal government sectors.

Steve Bollar, a.k.a. Stand Tall Steve, is an educational thought leader, former Superintendent of Schools, principal, author and a school culture and motivation expert. He is known for his quick wit, creative thought, and humorous personality. Steve has been identified as one of the Top 30 Global Gurus In Education. He is the author of the leadership book Stand Tall Leadership, school culture book Ideas, Ideas, Ideas!, Ideas, Ideas, Ideas Rally Edition, and is a contributing author in the book Because of a Teacher and School Climate 2.0: Preventing Cyberbullying One Classroom at a Time, and his new book, Ten Minute Classroom Openers.Steve openly shares his knowledge, experiences and creativity with others. He currently speaks to students, staff and communities throughout the world about how to think differently about schools, education, and life. Check out Within Our Ranks if you're interested in speaking professionally as an educator.Connect with Steve: Instagram: https://www.instagram.com/standtallsteve/Facebook: https://www.facebook.com/standtallsteve1/LinkedIn: https://www.linkedin.com/in/standtallsteve/X / Twitter: https://twitter.com/StandTallSteve YouTube: https://www.youtube.com/channel/UCGVYTZ8iHuef8EHjbgHl2ZA Email/contact info: steven@standtallsteve.comBook Darrin to speak at your school or conference contact us hereGrab your copy of Darrin's FREE e-book Walk in Your Purpose Check out Darrin's blog for great leadership tips and ideasSign up for the Road to Awesome email list and newsletterHave

Teachers' advocacy and activism resulted in many important legislative wins this year—but as important as those wins are, how they're ultimately implemented is what impacts students and teachers. Hear the latest on teacher evaluation changes, classroom safety and school climate legislation, funding to improve indoor air quality, and more.

This edWeb podcast is sponsored by Tripod Education, a Scholarus Learning Company.The webinar recording can be accessed here.Measuring community experiences—those of students, staff, and parents—can provide strategic insights and can impact educator growth, student outcomes, and community support. Listen to this edWeb podcast to uncover the transformative value of community experience and explore how we move from data, to stories, to action.Listen to learn from education leaders who use surveys to discover actionable strategies for fostering safe and inclusive school environments. Explore examples of turning data into meaningful change—improving student experiences and, most importantly, student outcomes.This edWeb podcast is of interest to K-12 teachers and school and district leaders.Tripod Education Design and implement innovative, research-based survey assessment projectsDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

It's finally Friday! Emma's got our Hey Boise newsletter editor, Blake Hunter, with her today to talk back to school bumps and blues, the Snake River dams, and Boise youths' climate change leadership. Plus, why a hurricane could affect Boise this weekend.  Click here to learn more about the status of SB 1100 in the courts and what it means for trans students in Idaho.  Want some more Boise news? Head over to our Hey Boise newsletter where you'll get a cheatsheet to the city every weekday morning. Can't get enough of us?! We get it. Follow us on Instagram. Interested in advertising with City Cast Boise? Find more info HERE. Learn more about your ad choices. Visit megaphone.fm/adchoices

This is the third of four episodes where we have invited special guests and students from summer courses I teach at Canisius University.  Students in these classes are graduate teacher candidates on the verge of student-teaching, newly inducted teachers, and some experienced health and physical education practitioners.  We have asked special guests and students to review articles ahead of time and discuss accordingly. The articles we will be chatting about today are entitled:“Physical Educators' Attitudes Toward the Teaching Profession and Perceptions of School Climate by our very own Dr. Kate Cardina and Dr. Seymour“Why You Should Participate in Your State Association … at Every Phase of Your HPE Career by Ben Schwarmberger and colleagues“A Professional Legacy Is a Journey: What  Path Will You Travel?” by Clancy SeymourOur first guest is the honorable executive director of NYS AHPERD—Ms. Colleen Corsi.  Colleen holds a Bachelor of Science degree from the State University of New York at Brockport, a Master of Science in education from Central Missouri State University, and her Certificate of Advanced Study in Educational Administration from the NYS Education Department.  She has been a teacher, a coach and served as the Associate in Physical Education and Athletics for the NYS Education Department.  For the past 25 years, she has been the NYS AHPERD Executive Director providing leadership and vision to NYS AHPERD's governing body to ensure financial growth and stability. She is a past president of the Eastern District Society of Association Management, National Society of Association Management and New York State Council of Education Associations. Colleen presented the Gerry D'Agostino Memorial Lecture at The College at Brockport; presented the 2010 Eastern District Memorial Lecture; and was honored to present, “What Will Your Legacy Be?” at the first Puerto Rico AHPERD Conference. Most recently, she was the lecturer for the Dr. Ron Feingold Lecture Series at the 2017 NYS AHPERD Annual Conference. She has been the recipient of numerous awards and recognitions.Not to be outdone, our second guest is Dr. Kate Cardina who currently serves as the Chair and Professor of the Health, Nutrition, and Dietetics Program at Buffalo State University. She is a New York State certified health and physical education teacher.  Her areas of research and academic interest include professional preparation in school and community health education and program evaluation. Her scholarship focuses on the role of teacher certification and professional development to enhance teacher quality. Other contributions to the field of health education include workshops for teachers, staff, and administrators designed enhance their skills related to facilitating health and sexuality education among youth, including individuals with exceptional needs. 

Many schools are working to better support students' physiological, social, and emotional growth in addition to their cognitive development as a part of their school improvement efforts. Moreover, students are playing a key role in helping education leaders develop and implement new policies and practices. In this episode, Danny Torres (host) and Grace Westermann (co-host) talk with Rebeca Cerna, Director for the California Center for School Climate (CCSC), and special guest, Julian Berkowitz-Sklar, a graduating senior at Saratoga High School in California and member of the Center's Youth Advisory Team. Berkowitz-Sklar brings a unique perspective as a high school student driving positive change within his school community. As a Youth Advisory Team member, he has played a pivotal role in collaborating with his peers and CCSC to design and implement resources that facilitate school climate improvements. From student-led initiatives to helping schools and districts tell stories with their school climate data, Cerna dives into the comprehensive approach taken by CCSC to empower students and foster safe and supportive learning environments. Their conversation includes the following topics: How a positive school climate affects outcomes for students Centering student voices to help improve school climate What school personnel can do to create a supportive environment The role of the California Center for School Climate Transcript Resources Mentioned in this Episode Cultivating Caring Relationships at School: 15 Activities That Promote Staff and Student Connection School Climate Audio Gallery Additional Related Resources from the CCSC Understanding School Climate: An Overview of School Climate Domains Participatory Systems Change for Equity: An Inquiry Guide for Child-, Youth-, and Family-Serving Agencies School Climate Data Use Webinar Series CCSC Resource Library Learn more about the CCSC and access their resources to support your school climate efforts.

Enthusiasm is common. Endurance is rare.” ― Angela Duckworth On today's Episode #286 we will cover: ✔ A review of EP126 on building resilience (what we covered back in April 2021). ✔ A deeper look at what resilience is, with an evidence-based strategy we can all use TODAY if we are ready, to build up our own reservoirs of resiliency to better handle our life and work stressors. ✔ Tools for Measuring Resiliency. ✔ Checks for Resiliency. ✔ A Resiliency Challenge at the End to See if We Can All Push Ourselves to Try Something New to Build Resilience, Grit, Mental Toughness, and Our Ability to Use Our Head When We Need it the Most. I needed to write this episode this week because it was just in time for me to try something new to build up my own levels of resiliency!! I hope you enjoy these ideas. And with that introduction, I want to welcome you back to Season 9 of The Neuroscience Meets Social and Emotional Learning Podcast, where we cover the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace) with tools, ideas and strategies that we can all use for immediate results, with our brain in mind.  I'm Andrea Samadi, an author, and an educator with a passion for learning and launched this podcast to share how the understanding of our complex brain transfers into our everyday life and results. Each concept we cover here I'm hoping will help you, wherever you might be listening to this podcast in the world, just as much as these ideas are helping me personally and professionally. For today's episode #286, we're staying in line with our season theme of “Going Back to the Basics to Build a Stronger, More Resilient 2.0 Version of Ourselves” which was an intention I set at the very start of the year on EP268[i] where we talked about prioritizing mental health in 2023 with a focus on self-awareness and resiliency. A Review of Horacio Sanchez's Definition of Resiliency: This topic goes back with our interview with Horacio Sanchez who I was just speaking about this week because he was presenting at a Science of Reading Event, and many of us were talking about where our understanding of the brain and learning first began, with Horacio's work at the center. He was introduced to me in our very FIRST interview EP3[ii] with Ron Hall from Valley Day School who shared that his connection of the brain and learning first began with Horacio years ago, while attending a conference where he was conducting a training session. When we spoke with Horacio on EP74[iii] he explained resiliency as “a collection of protective risk factors that you have in your life” and that there are some factors we are born with, and others come in through childhood, family, school, life events and social experiences. Horacio reminds us that “if you have little risk, it takes less to be resilient. But—if you have a lot of risk, it takes a lot more protective factors to offset the scale.”  This is why two people can possibly respond in two completely different ways after a traumatic experience. One person walks away, dusts themselves off, and recovers quickly, (they had more reservoirs of resilience to tap into) while the other has a completely different outcome, and needs more assistance to get back on track. With resiliency, we can overcome adversity or difficulty and have good outcomes in our life, but you can see why not everyone is born with exactly the same protective factors needed, so we don't all have the same levels of resiliency. Horacio mentioned that “25% of the population are naturally resilient” and his work focuses on instilling this trait in those who are not naturally resilient due to the number of risk factors associated to them. To this day, he continues with this work, flying around the country, helping our next generation of students to become more resilient. While researching for this episode, I wondered what I could add to help us to all become more resilient in addition to Horacio's work. I looked at what Dr. Andrew Huberman had to say about resiliency with his most recent episode with a retired Navy Seals officer and author of multiple books on effective leadership, team-work, self-discipline and mindset, Jocko Willink.[iv]  I listened this episode that covered a wide variety of topics, and they got into a discussion of building resilience by doing something that makes them uncomfortable every week. Something like a cold water plunge where you'd rather be sleeping in your warm bed, than doing something that Dr. Huberman would say was uncomfortable, or “like a splinter.” Retired Navy Seals Officer Jocko Willick said that “You develop your legs by doing squats, and you develop resiliency by doing things that make you tougher” but on today's episode, I want us to think deeply about this because there's more to building resiliency than just doing what makes us stronger and tougher. What makes YOU tougher, might not make me tougher, (if we think about Horacio's work on resiliency and how we are all different with these risk factors). If we are truly going to build resilience, we have to be prepared to try new things that push us past where we have been before and each person will have different thresholds and experiences. MEDICAL DISCLAIMER: Remember that I am not a medical doctor, and that if you are going to try anything new, to always consult a medical doctor first. Today I will share ideas and strategies that I have used myself, while looking at what the most current research says, but will always remind listeners to never try anything new without first consulting your own doctor. This leads me to look closer at cold immersion[v], an evidence-based strategy that has been shown to build resilience to stress, reduce pain in the body, improve circulation, stimulate weight loss and decrease fatigue, but over time, the research shows that your body becomes “habituated” to this practice. As for the proper dosing for this strategy, I know that Dr. Andrew Huberman suggests “progressing gradually”[vi] while Dr. Mike Tipton, a professor of human and applied physiology at the University of Portsmouth in the UK who studies the body's reaction to extreme environments, adds that “researchers still don't know the best way to reap the mental health benefits of cold water, or the minimum dose required” and says that “a little bit is good for you, but too much is not.”[vii] While writing this episode, I had to think about what I do to build resilience. I always thought that exercise was my solution to every problem, but if I think about it, these runs thought the beautiful mountain tops in Arizona are NOT like a “splinter” for me, like Dr. Huberman's mentioned. I know exercise is making me physically stronger, improving my mental health, (and solving all the other problems we know exercise solves) but now I wonder, am I doing anything on a weekly basis that makes me tougher, challenging my mind to overcome daily stress? Not according to Dr. Huberman's definition. What is like a splinter for me to do? Am I really doing something I'd rather not be doing every week? There might have been a time when waking up early to exercise was a “splinter” or maybe most days in the winter here, it's not easy to leave a warm bed when it's 40 or 50 degrees outside, so I can see where exercise could possibly help to build a stronger, more resilient version of myself. ARE YOU BUILDING YOUR RESILIENCY MUSCLES? What about you? What is your splinter that builds your capacity (mentally and physically)? If we don't think about this one, we could fall into the trap of thinking we are building resilience when we really aren't. Or getting comfortable with what might have worked in the past, and not trying anything new. This made me think back to having my brain scanned at Dr. Amen's Clinics and I had my review of the scan with Dr. Shane Creado, on EP 84.[viii] I remember that while he mentioned some areas of improvement, he did notice that my resilience levels were higher than many of the elite athletes that he's tested, and I wondered where this came from. The only thing I've done consistently over the years that at times has felt challenging is with health (exercise, nutrition). It was evident with this brain scan that my sleep has always been a weak link but doing certain things the right way has got me this far.  Now I wonder, what else could I do to build a stronger, more resilient version of myself?   Deliberate Cold Exposure to Build Resiliency and Mental Toughness Then I thought back to when Dr. Huberman suggested deliberate cold exposure[ix] as a protocol to build mental and physical resilience, and wondered why I hadn't tried it yet.  Cold exposure isn't something that I'm excited about (living in Arizona, my friends from snowy climates joke with me when I tell them “it's freezing here” in the desert in the winter, and I get this skeptical look that it can't be as cold as where they are. What caught my attention on Dr. Huberman's Using Deliberate Cold Exposure for Health and Performance[x] episode was that he said this practice “systematically builds up resilience.” He went on to say that “it's an opportunity to deliberately stress our body and because it's deliberate we can learn to maintain mental clarity, we can learn to maintain mental calm, while our body is in a state of stress.” This is exactly what I was looking for, but of course I listened to this episode when it first came out over a year ago, and thought “there's no way I'm ever doing that” until today, when I started DAY 1 of deliberate cold exposure, to see if I notice a difference with my ability to better handle daily stress. Dr. Huberman explains the science behind this example extremely well, by saying that when we feel stressed in life (with our work, our relationship, or anything else that comes across our phones that in the moment makes us want to react in a way that we know we shouldn't) that norepinephrine and epinephrine build up in the body. This is similar to what happens to our body when we deliberately expose it to cold (whether through a shower, immersion, or from going outside into the cold). He says that this systematically builds up our resilience. So of course, I'm taking notes about how to implement this and this morning I took my first ever cold shower using Dr. Huberman's protocol. Have you tried deliberate cold exposure? Did you notice any benefits? I followed these steps that he suggested for a shower: STEP 1: Pick a temperature that's uncomfortable. STEP 2: Get in for a certain duration of time (start with 1 minute and work your way up to 3 minutes). STEP 3: Get out. How Does This Build Resiliency? Remember, this experience has got to be like a “splinter” to build resiliency, and you will release those 2 chemicals (epinephrine and norepinephrine) that are the same chemicals that flood your brain and body during stress. The longer you can function with a clear mind with these chemicals flooding your brain, the more resilient to stress you will become. This is how resilience is built. I thought this was brilliant, and it got even better when he went on to explain how he pushes himself to stay in the cold longer, building up more resilience. He said that he “visualizes walls” so just getting into the shower is WALL 1. Then he feels ok until he thinks, “ok, it's time to get out” and if he can stay in, let's say go past minute 1 to minute 2, he's got over WALL 2. Then he visualizes WALL 3 off in the distance, and when arrives at that wall, he begins to use his interoceptive awareness and think about how he's really feeling. Can he stay in longer? Can he think clearly? Could he stay in 10 more seconds? If he can, he's jumped over another wall, and is standing at WALL 4. At the point where he's numb, and can do nothing else, he gets out, and knows he pushed it hard with this exercise. I thought it was such a great example that I tried it myself, and was able to get to WALL 1 (getting into a cold shower), WALL 2 (pushed myself past 1 minutes and 30 seconds to 3 minutes) and WALL 3 (thought about how I felt, and how clearly I could think). This was enough for DAY 1, but this is going to be something I do at least 3 times a week moving forward. Other Ways to Build Resiliency? Another example I can think of would be strength training (and particular pushing past 20 reps to 25). My trainer used to always tell me to cheat when I'm working out on my own. He'd never let me get away with this.  Now I know now that this is what builds my capacity for mental/physical resilience. It's definitely a splinter for me, but YOU might love pushing past reps when you're tired, while I dread it.  This is just like you might dread running up and down a mountain, while I love it. We will all be different here. REVIEW AND CONCLUSION: To review and conclude this week's EPISODE on a Deeper Dive into Building Resiliency, I challenge you to look at what you are doing, and see if you can identify where your “splinters” are. If you think you might be getting used to your workouts, and that they bring you joy (like they do for me) it's time to think hard about NEW ways you can build up your capacity for more resilience. Since we started the year with the goal to build a stronger, more resilient version of ourselves, the key to doing this is to build our immune system up by being able to better manage our levels of stress. My hope for all of us is that as we face our challenges on a daily basis, that we push ourselves always to reach new heights that are greater than where we were yesterday. I'll close out with a quote from Lee Ann Womack, “I hope you never fear those mountains in the distance
. Never settle for the path of least resistance”― Lee Ann Womack, I Hope You Dance Keep your eye on overcoming challenge, and you'll be a stronger, more resilient version of yourself by the end of the year. See you next week! REFERENCES: [i]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #126 https://andreasamadi.podbean.com/e/brain-fact-friday-prioritizing-mental-health-in-2023-improving-self-awareness-and-resilience/ [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #3 https://andreasamadi.podbean.com/e/interview-with-ron-hall-valley-day-school-on-launching-your-neuroeducational-program/ [iii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #74 with Horacio Sanchez on “How to Apply Brain Science to Improve Instruction and School Climate” https://andreasamadi.podbean.com/e/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/ [iv] https://hubermanlab.com/jocko-willink-how-to-become-resilient-forge-your-identity-and-lead-others/ [v] Using Cold Water Immersion to Build Stress Resilience Published May 22, 2022 https://www.meducos.com/using-cold-water-immersion-to-build-stress-resilience [vi] Using Deliberate Cold Exposure for Health and Performance Huberman Lab #66   https://www.youtube.com/watch?v=pq6WHJzOkno [vii] Cold Water Plunges Are Trendy. Can They Really Reduce Anxiety and Depression? Published by Chloe Williams https://www.nytimes.com/2022/02/20/well/mind/cold-water-plunge-mental-health.html [viii] https://andreasamadi.podbean.com/e/how-a-spect-scan-can-change-your-life-part-3-with-andrea-samadi/ [ix] Using Deliberate Cold Exposure for Health and Performance Huberman Lab #66   https://www.youtube.com/watch?v=pq6WHJzOkno [x]Using Deliberate Cold Exposure for Health and Performance Huberman Lab #66    https://hubermanlab.com/using-deliberate-cold-exposure-for-health-and-performance/  

Over the last several years, we all underwent a dramatic learning curve on the values, benefits, and drawbacks of in-person, hand-shaking college fairs. We wanted to get perspectives on what we all specifically learned, which lessons will stay with us, and which innovative approaches will stay behind only as a covid-era necessity. As always, we are lucky to have two outstanding guests to help make sense of this. Herbie Walker, Director of School Climate & College Counseling at Faith Lutheran Middle School and High School in Las Vegas, Nevada, and President of Western ACAC helps us think about this from the perspective students and parents. Drew Shradel, Director of Admission at Cornell College in Mount Vernon, Iowa, and President of Iowa ACAC discusses the institutional cost/benefit analysis, different approaches that may be needed, and the future of colleges attending college fairs. While spring travel season is well underway, planning for fall travel is just around the corner. These conversations will help prepare you to make the best decisions for your institution this fall. --- Send in a voice message: https://podcasters.spotify.com/pod/show/adlunchcast/message

At the OSDE's 2022 MTSS Winter Conference, we spoke to Amanda Sellers about her role as Director of School Climate at the Oklahoma State Dept. of Education. Amanda and her team offer trauma-informed assistance to schools. Together, they work to identify any existing issues and then decide on a game plan. They really focus on an “it takes all of us” approach.

Teaching is probably harder now then it ever has been. We all hope that it can't get any harder than this too. But if I told you there was one way that education could get easier and better forever, and all it took was more sharing? In this episode we explore 3 super simple sharing strategies that are going to boost the climate and culture of your school and your individual teacher life. Don't miss this idea that will help you crush it in your classroom! Episode Notes:  Check out the upcoming, super fun, flexible PD course: monicagenta.com/courses Get a free PDF copy of Monica's Book Crushing It For Kids Here: http://bit.ly/MonicaGenta Needing some uplifting, awesome professional development at your school? Let's Connect:  http://monicagenta.com/pd Get a free PDF copy of Monica's Book Crushing It For Kids Here: http://bit.ly/MonicaGenta Connect with Monica on social media: Instagram: instagram.com/monicagentaed/ TikTok: tiktok.com/@monicagentaed Facebook: facebook.com/MonicaGentaEd Twiiter: twitter.com/monicagentaed

The “Climate Change” Affecting Our Schools Today, Dr. Berry talks about climate change. But not the climate change affecting our earth's atmosphere. Rather, she talks about the climate in our schools and educational service organizations. She talks about the visible, and visceral effect is has on people of color. And she talks about what we can do to change it. Find out more in today's episode of The Education, Equity, Emancipation Podcast. If you'd like to have Dr. Berry speak at your conference or event, email her at DrB@almitraberry.com.Don't forget to get a FREE copy of "Roadmap to Emancipation" by visiting www.3epodcast.com. If you have questions that you would like answered in the upcoming episodes, please feel free to ask me through www.askdrberry.com.

Happy New Year Listeners! Check out this week's episode of TLU as Alyssa and Andre talk about how they decided to "turn in their poor cards" and unpack the importance of having school climate lessons at every school. Stay to the end to hear tips on how to create your climate lessons for your own school!

In episode three, Alexis discusses school climate with Dr. Vicki Nishioka, Principal Researcher on Equity and School Climate at Education Northwest. Their discussion of school climate incorporates research, policy, and day-to-day strategies.  One focus of their conversation is how to prevent school discipline incidents with proactive school climate strategies such as helping students and teachers to build authentic relationships and the necessary social and emotional learning skills required to build relationships. As they delve more into relationship building, they examine a key element in building relationships with students: How educators and students can build relationships when they're coming from very different cultural backgrounds and lived experiences. For example, how can educators use praise that aligns with students' cultural values?  On the research and policy side, Vicki and Alexis discuss the “zero tolerance” policy,  discipline disparities found based on race, especially regarding Black, Latinx, and Native American students, and the accompanying research that shows not a difference in behavior but a difference in perception of behaviors. Vicki works in partnership with many districts in Oregon and acknowledges that sometimes policy and shifts in practice are hard to coordinate.    Resources: Strengthening Relationships with Students from Diverse Backgrounds (video) - Education Northwest Shift the Current School Climate: Sense of Belonging and Social Emotional Learning - REL Northwest Building Connections with Students from Diverse Cultural Backgrounds Through Perspective-taking - Vicki Nishioka Resources for Building Teacher-Student Relationships - Education Northwest

SELtoday.org  presents HOLISTIC SOLUTIONS ADDRESSING PHYSICAL & PSYCHOLOGICAL  HEALTH PreK12 Nordia Sappleton from Navigate 360, former Broward County Schoolswhere she was ass't Director of School Climate for this huge district,  with strategies on implementing PBIS and intervention. Everything we do is at ace-ed.org, including archiving all podcasts there.

SELtoday.org  presents HOLISTIC SOLUTIONS ADDRESSING PHYSICAL & PSYCHOLOGICAL  HEALTH PreK12 Nordia Sappleton from Navigate 360, former Broward County Schoolswhere she was ass't Director of School Climate for this huge district,  with strategies on implementing PBIS and intervention. Everything we do is at ace-ed.org, including archiving all podcasts there.

Webinar Link: 10 Powerful Moments To Get Right This School Year  Today our guest is Brandon Bakke, the Director of Secondary Education at CharacterStrong. We talk to Brandon about how intentionally making defining moments can improve the climate in our schools. He gives some practical examples of everyday events that we can elevate as we interact with students and staff. Brandon also shares 3 strategies that we can put in practice as we begin to think in moments, and he shares one way that a specific yearly milestone can be turned into a more memorable moment. Brandon Bakke is the Director of Secondary Education for CharacterStrong. Brandon has 27 years of experience serving in secondary education, a career that has spanned six different high schools in four different school districts in two different states. Brandon has been a high school administrator for 20 years, and his work building culture and climate in schools has been featured on the CharacterStrong podcast and blog, as well as in Washington Principal Magazine.

Mira Saturen and Te Maia Wiki are two students at Ashland High School taking part in climate action demonstrations. There's an additional wrinkle for Te Maia Wiki, part of a worldwide movement of indigenous youth to urge climate action.

When is student behavior "bad?" Jason Byars, a professional educator, explains why student behavior is really communication. Isn't that true of all of us? The last two years have been hard on students and teachers alike. Jason has been a teacher, a coach, and adminsitrator, and a leader at the state level. In this episode he provides an inside perspective of schools with respect to behavior of students, school climate, social-emotional learing, PBIS and more. We also talked about how to implement a student-centered approach, the barriers he sometimes encounters, and how he works in community.What is PBIS?Positive Behavioral Intervention and Support is a multi-tier approach to supporting students so that they can be successful academically, behaviorally, and having good mental health.Tier 1 What all students receiveTier 2  Extra time with teacher, connecting with a trusted adultTier 3  Intensive 1 on 1 support, Intensive behavior supportWe also discussed:the importance of looking at behavioral or emotional issues with students as skill deficits as opposed to unsolvable issues or issues that cannot be fixed at school.School climate is how we want our students feel and the culture that surrounds them when they come to school. Curriculum is not just what is taught, but the immersive experience of the school overall.Links discussed in this episode:My interview with Micheal WallerGeorgia Appleseed's School Toolkit and discipline data base  Jason's BioJason W. Byars, Ed.S. is the School Climate Director at Northeast Georgia RESA where he leads schools to improve safety and climate.  After graduating from Berry College in Rome, Georgia with a Bachelor of Science degree in Social Science Education, Jason began his career as a secondary school history teacher in the Fayette County (GA) School System.  He then spent 17 years as a building level administrator in Fayette County, serving as an assistant principal, testing coordinator, athletic director, and principal.  Jason served as the PBIS District Coordinator and Project AWARE (Advancing Wellness and Resilience in Education) Director in the Griffin-Spalding County (GA) School System from 2015-2018 where he worked with the Substance Abuse and Mental Health Services Administration (SAMHSA) to integrate mental health supports into schools.  From 2019-2022 Jason served as the Program Manager for PBIS and School Climate at the Georgia Department of Education Like what you heard? Please like and share wherever you get your podcasts! Connect with Ann: Community Evaluation Solutions How Ann can help: · Support the evaluation capacity of your coalition or community-based organization. · Help you create a strategic plan that doesn't stress you and your group out, doesn't take all year to design, and is actionable. · Engage your group in equitable discussions about difficult conversations. · Facilitate a workshop to plan for action and get your group moving. · Create a workshop that energizes and excites your group for action. · Speak at your conference or event. Have a question or want to know more? Book a call with Ann .Be sure and check out our updated resource page! Let us know what was helpful. Community Possibilities is Produced by Zach Price Music by Zach Price: Zachpricet@gmail.com

We are joined by Dr. Keon Banks, teacher and sponsor of Peer Mediation at Humble High School, and two students, senior and organization president, Ronin Quintero, and junior leader Ciera Glover. Humble High School has had a fully implemented peer mediation organization for two years, and they will discussion how to start a peer support organization on your campus, what qualities do students develop as they support their peers, and what affects their organization has had on the campus.

Do you remember a teacher who really made a difference in your life as a child? A teacher who really saw you and encouraged you? Minnesota schools have a persistent opportunity gap, with Native American children, Black children and other children of color less likely to graduate high school than their white peers. Research has shown that having teachers and school staff of color can help students of color succeed. But nationally only 7 percent of teachers are Black, and only 2 percent are Black men.  American Public Media special correspondent Lee Hawkins spoke about identity, curriculum, recruitment and more with four Black men who are educators. Guests: Michael Walker, the Director of Black student achievement for Minneapolis Public Schools Michael Thomas, superintendent of Prior Lake-Savage Area Schools Eric Robinson, a retired teacher Derek Francis, Executive Director of Equity and School Climate for Minneapolis Public Schools. He previously managed the district's counseling services. 

Fahari is a passionate, charismatic, and experienced leader in School Climate and Culture. She specializes in Restorative Practices, Social-Emotional Learning, and Trauma-Informed Care and has a particular heart for equipping adults to take care of the hearts and minds of the youngest in the village. ​Fahari has well over a decade of school leadership, counseling, and restorative practices to her credit. Fahari frequently draws attention to the responsibility and privilege of working with and educating Black girls. Having seen how Black girls face more injustice and racist policy in education than any other race, her efforts serve to intentionally reinforce systems that are created to empower and uplift Black girls.​Fahari's unique perspective as a transformative school leader and youth advocate in various settings including boarding and charter schools, youth detention and rehabilitation centers, as well as school district level positions informs her holistic insight. Her social work background (MSW) provides the framework for her approach, which has been refined and honed by practical experience and her passion to honor and uplift children and families. ​Fahari's dedication to honing spaces and people to be better for children extends beyond her work and into her own family; she is a D.C. native presently residing in suburban Baltimore with her husband and their four children.

School Climate – The Three Foot ForkToday the AWARE team reflect more on the topic of School Climate, and Nicole remembers another story. Have you ever wondered how to eat with a fork that is 3 feet long? Well, you'll find out today! And we'll even tell you what that has to do with school climate. For those of you able to get to the OUR Educational Cooperative, we will have a training on School Climate on August 1st. This is an in-person offering for teams of 3-5.Welcome to season 3 of Arkansas A.W.A.R.E.!Join Betsy Kindall, Nicole Fairchild, and Stacy Moore as they discuss issues related to mental health in education. Their conversations are witty and relate-able, simultaneously shedding light on issues that can sometimes be hard to confront or understand. These episodes are chunked into small bites and packed with information that would be helpful to educators, parents, children.....anyone! We want to help make everyone more A.W.A.R.E.!Project A.W.A.R.E. is a grant program funded by S.A.M.H.S.A. (the Substance Abuse and Mental Health Services Administration). The Sandy Hook school shooting happened in December of 2012. In 2013 the White House initiative "NOW IS THE TIME" came out with 2 key goals:1. Make schools safer and more nurturing.2. Increase access to mental health services.The "NOW IS THE TIME" initiative laid the foundation for federal grants like A.W.A.R.E. Arkansas applied for and received the second round of funding for A.W.A.R.E. in October of 2018. Our project is dedicated to Advancing Wellness and Resiliency in Education.Arkansas A.W.A.R.E. website: https://dese.ade.arkansas.gov/Offices/learning-services/school-health-services/arkansas-awareTranscript:https://docs.google.com/document/d/1CpUtkiorXZXMHK8cEDqk4pi5wCdulEpp/edit?usp=sharing&ouid=104750952408493783016&rtpof=true&sd=trueResources:Jasper High School:https://www.jasper.k12.ar.us/jasper-highProduced by Donnie LeeMusic: https://www.purple-planet.comMore information: https://dese.ade.arkansas.gov/Offices/communications/dese-podcasts

School Climate – How's the Weather?School Climate is an important topic as we look at how to build awareness around wellness and resiliency in education. Today we get a little taste of Stacy's training on School Climate. You'll want to experience this in-person! And if you can get to the OUR Educational Cooperative on August 1st – you can do just that! We are asking for a team of 3-5 from each building to be present for this in-person training. We do recognize that this isn't accessible to everyone, thus today's podcast! And tune in next week as we talk about School Climate even more.Welcome to season 3 of Arkansas A.W.A.R.E.!Join Betsy Kindall, Nicole Fairchild, and Stacy Moore as they discuss issues related to mental health in education. Their conversations are witty and relate-able, simultaneously shedding light on issues that can sometimes be hard to confront or understand. These episodes are chunked into small bites and packed with information that would be helpful to educators, parents, children.....anyone! We want to help make everyone more A.W.A.R.E.!Project A.W.A.R.E. is a grant program funded by S.A.M.H.S.A. (the Substance Abuse and Mental Health Services Administration). The Sandy Hook school shooting happened in December of 2012. In 2013 the White House initiative "NOW IS THE TIME" came out with 2 key goals:1. Make schools safer and more nurturing.2. Increase access to mental health services.The "NOW IS THE TIME" initiative laid the foundation for federal grants like A.W.A.R.E. Arkansas applied for and received the second round of funding for A.W.A.R.E. in October of 2018. Our project is dedicated to Advancing Wellness and Resiliency in Education.Arkansas A.W.A.R.E. website: https://dese.ade.arkansas.gov/Offices/learning-services/school-health-services/arkansas-awareTranscript:https://docs.google.com/document/d/1o0e3Lu10Bxc3yi7JQqwQvoLwJLhaNho2/edit?usp=sharing&ouid=104750952408493783016&rtpof=true&sd=trueResources:Jasper High School:https://www.jasper.k12.ar.us/jasper-highProduced by Donnie LeeMusic: https://www.purple-planet.comMore information: https://dese.ade.arkansas.gov/Offices/communications/dese-podcasts

Sunday double-header. First, Jason and Molly discuss the impact of large funds on the startup ecosystem, how fund size influences firm strategy and why big funds often seed smaller funds (2:21). For the This Week in Climate Startups segment, Molly chats with Taj Ahmad Eldridge from Include Ventures (29:42). They discuss: 1. How Taj's experience with negative health impacts from pollution helped guide his investing focus 2. Include Venture's unique fund of funds and direct investment strategy 3. Why Taj is not afraid of hardware investing (and how it's paying off) 4. How government branches can support climate tech progress Show Notes: (0:00) Jason and Molly introduce VC Sunday School + Taj from Include Ventures (02:21) VCSS, Molly asks Jason if big funds are ideal (11:30) Bubble - Get one month free of a no-code plan at https://bubble.io/twist (12:57) Can a fund become too big to manage? (18:20) Big funds seeding small funds and Jason's falling out with Marc Andreessen (21:43) Coda - The All-in-one doc for teams, get a $1,000 credit at https://coda.io/twist (23:00) Building relationships in venture (28:10) LinkedIn Marketing - Get a $100 LinkedIn ad credit at https://linkedin.com/thisweekinstartups (29:42) This Week in Climate Startups with Taj Eldridge of Include Ventures (37:28) Taj's first-hand experience with the negative externalities of pollution (51:46) Can software investing really help solve the Climate Crisis? (1:05:31) The latest from TWIST and Launch Check out Include Ventures: https://www.includeventures.com/ FOLLOW Taj: https://twitter.com/Econoahmad FOLLOW Jason: https://linktr.ee/calacanis FOLLOW Molly: https://twitter.com/mollywood

Sunday double-header. First, Jason and Molly discuss the impact of large funds on the startup ecosystem, how fund size influences firm strategy and why big funds often seed smaller funds (2:21). For the This Week in Climate Startups segment, Molly chats with Taj Ahmad Eldridge from Include Ventures (29:42). They discuss: 1. How Taj's experience with negative health impacts from pollution helped guide his investing focus 2. Include Ventures' unique fund of funds and direct investment strategy 3. Why Taj is not afraid of hardware investing (and how it's paying off) 4. How government branches can support climate tech progress

In this episode, Ken Bond discusses social and emotional learning (SEL) and school climate with Kathy Ehling, Colin Hogan, Karin Stanton, Lauren Gunther, and Felicia Henderson. For more about the New Jersey Department of Education, visit https://www.nj.gov/education. The SEL Modules that were referenced in the episode can be found on the Department's website.

Another Sunday double-header edition! First Jason leads a VC Sunday School session on how to react when companies try and skip steps and raise larger rounds (2:51). Plus, how Pegasus (or Alicorn) companies can end up being much better investments than traditional Unicorns. Then, for This Week in Climate Startups, Molly chats with Andrew Beebe of Obvious Ventures (18:47). You will learn: 1. Andrew's focus within climate tech (electric mobility, carbon and carbon markets) 2. How Andrew's first startup exit set him up to join the solar industry 3. How contrarian bets make careers 4. The key criteria for climate investments to be good venture bets 5. How Obvious Ventures puts its "world positive" mission into practice 6. The way carbon disclosure requirements will reshape industry 7. Why Andrew recommends reading Kim Stanley Robinson's "The Ministry for the Future" (00:00) Jason and Molly intro today's show: VC Sunday School, TWiCS with Andrew Beebe (02:51) VCSS: companies raising big rounds before they're ready (11:20) Coda - The All-in-one doc for teams, get a $1,000 credit at https://coda.io/twist (12:38) Pegasus (alicorn) companies: flying over rounds of funding (18:47) This Week in Climate Startups w/ Andrew Beebe of Obvious Ventures (23:02) Wealthfront - Get your first $5,000 managed for free, for life at https://wealthfront.com/TWIST (24:32) The first clean tech boom in the solar industry (33:21) Embroker - Get an extra 10% off insurance for your business at https://Embroker.com/twist (34:44) Obvious and Andrew Beebe's investment thesis: “World Positive” (56:54) SaaS Syndicate, Open Scouting, Remote Demo Day, angel.university Check out Obvious Ventures: https://obvious.com FOLLOW Andrew: https://twitter.com/andrewbeebe FOLLOW Jason: https://linktr.ee/calacanis FOLLOW Molly: https://twitter.com/mollywood

Another Sunday double-header edition! First Jason leads a VC Sunday School session on how to react when companies try and skip steps and raise larger rounds (2:51). Plus, how Pegasus (or Alicorn) companies can end up being much better investments than traditional Unicorns. Then, for This Week in Climate Startups, Molly chats with Andrew Beebe of Obvious Ventures (18:47). You will learn: 1. Andrew's focus within climate tech (electric mobility, carbon and carbon markets) 2. How Andrew's first startup exit set him up to join the solar industry 3. How contrarian bets make careers 4. The key criteria for climate investments to be good venture bets 5. How Obvious Ventures puts its "world positive" mission into practice 6. The way carbon disclosure requirements will reshape industry 7. Why Andrew recommends reading Kim Stanley Robinson's "The Ministry for the Future"