Podcasts about school leadership

Language assessments shape who gets services, how goals are written, and how progress is measured, but there are many misconceptions about how to follow best-practices when doing an evaluation. In this three-part series, bilingual SLPs Destiny Johnson and Tiffany Shahoumian-Ruiz join me to dig into the science, the myths, and the policies that shape evaluation practices in schools.Across these conversations, we explore:Sensitivity, specificity, reference standards, and diagnostic accuracyHow test development has evolved over time and why this matters Why the same cut-off score shouldn't apply across all testsThe math behind using two norm-referenced tests, and why it may complicate rather than clarify in some casesOther reasons we test beyond diagnosis (treatment planning, severity, monitoring progress)How do we do we to “sell” the concept of dynamic assessment to administratorsCase studies that show the pitfalls of over-reliance on standardized scoresMisconceptions clinicians often hold, and what they should know about assessmentDifferences in state eligibility standards, and what this means for service decisionsThis series is part myth-busting, part practical strategies, and part advocacy playbook—perfect for clinicians who want to move beyond compliance-driven evaluations toward assessments that truly reflect students' needs.You can listen to Part 1 of the series here.Destiny Johnson, M.S., CCC-SLP, is a bilingual speech-language pathologist (English/Spanish) with a deep passion for culturally responsive assessment and treatment practices, as well as advocating for policy change. She has presented on dynamic assessment at the CSHA Convergence 2024, focusing on the importance of dynamic assessment in bilingual children. Destiny has experience working as a school-based SLP, in private practice, and in early intervention. She is also the founder and CEO of Multimodal Communication Speech Clinic P.C.Connect with Destiny on Instagram @destinyjohnsonslp, on her private practice website here, and on LinkedIn here.Listen to Destiny's previous episode on De Facto Leaders here: EP 187: Dynamic Assessment: Evaluations are a process, not a test (with Destiny Johnson)Tiffany Shahoumian-Ruiz is a bilingual high school SLP from Southern California who has primarily worked in the school systems and has experience at both the elementary and secondary level. She's also a member of Language Therapy Advance Foundations, and is involved in state and local advocacy work relating to dynamic assessments and special education eligibility.Connect with Tiffany on Instagram @tiffany.shahoumianListen to Tiffany's previous episode on De Facto Leaders here: High school language therapy: Do we still have time to make an impact? (with Tiffany Shahoumian-Ruiz)In this episode, I mention Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here.Additional Resources Mentioned in the episode:Daub, O., Cunningham, B. J., Bagatto, M. P., Johnson, A. M., Kwok, E. Y., Smyth, R. E., & Oram Cardy, J. (2021). Adopting a conceptual validity framework for testing in speech-language pathology. American Journal of Speech-Language Pathology, 30(4), 1894–1908. https://doi.org/10.1044/2021_AJSLP-20-00032Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 37(1), 61–72. https://doi.org/10.1044/0161-1461(2006/007)DYMOND Norm-Referenced Dynamic AssessmentBilingual English-Spanish Assessment (BESA) We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Classical learning has deep roots in the United Kingdom. Yet many schools in England, Scotland, and Wales have drifted toward child-led, utilitarian models that leave students unformed and unmoored. At the same time, a quiet renewal is beginning to take shape.In this episode, British educator Jamie Burns, founder of the Fellowship for Classical Learning, joins host Davies Owens to share how he rediscovered classical Christian education, why he believes it is the answer to the UK's educational crisis, and how God is using a small group of families to start new schools in London and Cardiff.Jamie traces his own story, from an average state education to rich conversations around his family's dinner table, through years in mainstream schools, and finally to an “aha” moment listening to Andrew Kern that gave him language for what he had always felt. Along the way he offers a clear, inside look at the current state of education in England, Scotland, and Wales, and the surprising ways classical ideas are resurfacing in policy, practice, and school life.

Education within the prison system is a challenge. From access to technology to access to books.Bing Parks is an educator who loves her students but never wants to see her students in her classroom again. That's because she works in the Texas Juvenile Department. Her students range in age from 11 to 18 years old. Today she joins host Jon Eckert to discuss how she uses engagement to drive her students' well-being. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.Be encouraged.Connect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

This #coachbetter episode is another in our series of coaching case studies, with one of Kim's amazing clients, Angela Mee Lee, Early Years Performing Arts teacher at UNIS Hanoi, Vietnam. At the time of recording Angela had just graduated from The Coach Certificate and Mentorship Program. These case study episodes are designed to share the story of a coach, and the development of their coaching program and practice in their unique setting.  We are excited to share this episode with Angela with you because Angela has been on a year and a half journey to coaching with Kim and she has grown so much! She started in the course Getting Started as an Instructional Coach and discovered that coaching is so aligned with her educational values, so she wanted to dig even deeper, and then she joined The Coach Certificate and Mentorship Program. Angela is already applying so much of her learning in her current role (at the time of recording) and in her future role in a brand-new startup school in India. In this conversation Angela and Kim talk about... How Angela started her journey to instructional coaching What makes coaching valuable to Angela as a classroom teacher - and her early experiences with coaching with The Coach Mentor, Maggie Hos-McGrane when they both worked at the American School of Bombay! The surprises she uncovered about coaching as she was learning more What Angela was able to accomplish in just one academic year in The Coach Certificate and Mentorship Program How Angela is applying her learning in multiple contexts What she wishes she knew before she started coaching This episode highlights the ongoing journey that we take when we begin learning about coaching. Find the show notes for this episode here. Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)  

Do you say your math program prioritizes critical thinking, but struggle to see it in action across classrooms?Many districts include critical thinking as part of their math vision. It is a powerful goal and one that prepares students to engage with complex ideas and make thoughtful decisions. However, teams often lack a shared and practical definition of what critical thinking looks like during math learning.In this episode, we reflect on a powerful moment from the documentary Counted Out. Students analyze exponential growth and challenge one another's thinking using real math. That scene led us to consider what conditions allow for this kind of deep student thinking. We also explore how beliefs, systems, and instructional choices can either support or limit the development of critical thinking in math classrooms.If your school or district is working toward greater coherence in your math instruction, this episode offers a meaningful opportunity to pause, reflect, and consider your next steps.Listeners will:Hear how one real classroom brought math-based critical thinking to life through meaningful dialogue and reflection.Learn why unclear definitions of “critical thinking” create misalignment across teams.Discover practical starting points — like focusing on metacognition — that help build coherence without overwhelming teachers.Press play to rethink what critical thinking in math actually means — and why it matters more than ever.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

The great importance of redesigning Tier 1 instruction that ensures deeper learning for all students. The research shows huge benefits to students and their teachers including higher achievement, closure of gaps among all reporting categories of students, increased attendance, lower misbehavior, and increased teacher satisfaction and retention.Michael was last on the podcast with me in 2022, talking about student agency.Is education about teaching or developingDeveloping humans is much different than teaching studentsDevice centric development - similar to addictionEpidemic of anxiety because of screen timeBrain matter loss around the areas of the brain necessary for deep learning and deep readingLegacy system (our current system) - Around controlSomething happened at the pandemicWe put kids on computers constantlyMaldevelopment in the brain - device parentingSchool's optional is the other thing we taught with our response to the pandemicWhen you're on a device, all the human side is not developing. Most connected society ever and the most lonely society ever Teachers have been underinvested in and have a curriculum and type that is difficult to engage kidsHow to develop character, empathy, and relationships among students and their peers. How to do this at scale. You can't intervene your way to successTraditional classrooms remove autonomyUnstructured groups creates unstructured learningAbility-grouping is the worstDiscussion protocols, team members, etc. Productive Struggle - is a key element that leads to learning moving forwardToolbox of strategies given to students How to get kids unstuck without giving the answerPower of shared background knowledge Easy to conflate teaching with learningThe Baseball ExperimentBabies build brain cells fast, but they don't make neural connectionsWhat gets exercised in a brain gets developedOne factor and one factor only changes neocortex: wealth of the family. Needs productive struggle to growRigor walk on Instructional EmpowermentJust above ability levelTime is an issue - how do you teach in this way in a slower pathKids also test better if they can critically think about the informationThe more you use AI the hippocampus shrinksHow to be a transformative principal? Look at who's doing the work: teacher or student?Library for deeper learningAbout Michael Toth: Michael D. Toth (LinkedIn, X) is founder and CEO of Instructional Empowerment and leads IE's Applied Research Center. He is also the author of the multi-award-winning book The Power of Student Teams with David Sousa; author of Who Moved My Standards; and co-author with Robert Marzano of The Essentials of a Standards-Driven Classroom, School Leadership for Results, and Teacher Evaluation that Makes a Difference. Michael is a keynote speaker at conferences and coaches and mentors superintendents on creating a bold instructional vision, designing and launching a high-functioning cabinet team, transforming Tier 1 core instruction, and leading systems-based school advancement. Throughout Michael's career, he has been privileged to collaborate with some of the top researchers and thinkers in education. His past key roles include CEO of Learning Sciences International (LSI), President of the National Center for the Profession of Teaching, and University Faculty Grant Director for research and development grants. LinkedLeaders: You need support. Get just-in-time mentoring at LinkedLeaders.comWe're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Every few years, conversations about education in the U.S. circle back to the same refrain: Why can't we be more like Finland?In this episode, I sit down with Dr. Chrishawn Finister from Your Joy Psychological, PLLC to unpack this comparison.We dig into the nuanced relationship between educational eligibility and clinical diagnosis, which often overlap but aren't interchangeable. From there, we widen the lens to explore the broader systems-level challenges that shape how students are identified, supported, and served.Some key themes we discuss:✅ Orthographic density and literacy: Why differences in written language systems matter when comparing reading outcomes across countries.✅ Population homogeneity and “education tracks”: When we look at instructional outcomes data, the students included in the education system and the numbers matter. Are the same individuals “counting” when we compare results across countries? ✅ Teacher pay and professional identity: What Finland's investment in teacher preparation and salary looks like compared to the U.S. (spoiler alert: Dr. Finister and I both think the US should be more like Finland on this one). ✅ Cultural perceptions of medicine vs. education: Why recommendations from evaluations are perceived differently depending on the setting and who is making decisions about services.✅ Housing instability and socioeconomic factors: We're educating students with complex needs in the US who have varying experiences outside of school. With this in mind, has the education system made more progress than what the media is saying? Rather than looking for a one-size-fits-all solution, we highlight why U.S. educators, policymakers, and clinicians need to understand the challenges and opportunities when designing systems of support.If you've ever wondered where the lines between clinical diagnosis and educational eligibility blur, this conversation will give you a grounded perspective.Dr. Chrishawn Finister is an Independent Practicing Licensed Psychological Associate and a Licensed Specialist in School Psychology, possessing over a decade of experience in the role of School Psychologist. Recognized as a Nationally Certified School Psychologist, she is committed to utilizing diagnostically sound assessments to identify learning barriers and implementing research-based interventions to amend challenging behaviors effectively. Dr. Finister is an advocate of culturally competent practices and is dedicated to training future practitioners in the field. She received her foundational training in psychological pedagogy and assessments at Texas Woman's University, where she completed her Master's degree in 2010. While working in a prominent North Texas public school district, she advanced her education by earning a Doctoral degree in Educational Leadership and Policy from the University of Texas at Arlington in 2019. Her contributions to the field extend to academia, where she has served as a guest lecturer at the College of Education at Texas Christian University.Places to connect with Dr. Finister:Her private practice, Your Joy Psychological, PLLCWebsite: https://yourjoypsych.com/Business Instagram: @yourjoypsychHer NonProfit, Texas Psychological Hive: https://thetexaspsychhive.org/Non-profit Instagram: @texaxpsychhiveAdditional Resources Mentioned in this episode:Steven Pinker: https://stevenpinker.com/Mark Manson: https://markmanson.net/Dr. Tim Shanahan: https://www.shanahanonliteracy.com/In this episode, I mention Language Therapy Advance Foundations, my program that gives SLPs and other service providers a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

This #coachbetter episode is about creating a coaching culture. This is a highlight from a favorite episode from last season featuring Steve Barkley. This clip highlights how important it is for coaching to become a culture embedded in the school. This can not be work that coaches are doing on their own. We need to empower others to learn more about the practice of coaching so that as many people as possible have access to the amazing support that coaching provides. If you've been following the show for a while, you might have seen the episode from last season about the 5 Domains of a Coaching Mindset. If this episode resonates, make sure to go back and check that one out. too! Find the show notes for this episode here. Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)  

Most of us know that it's important to work on vocabulary in language and literacy intervention? But how do we know what words to pick? Should we be working on specific words, or should we be focusing on strategies?If we DO work on words, how can we possibly keep up with the pace of the curriculum (and should we even try)?I get these questions ALL the time from SLPs and other professionals supporting language and literacy, which is why this is something I help you navigate in both my Vocabulary Foundation and Language Therapy Advance Foundations program.In episode 240 of De Facto Leaders, I share how I answer these questions about prioritization, vocabulary selection, and word-learning strategies. In this episode, I mentioned Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/You can check out the Vocabulary Foundation and other programs in my language therapy suite on my products and services page here: https://drkarenspeech.com/products-and-services/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this episode of Just Schools, Jon Eckert talks with Amy Emmanuel, Director of Digital Learning and Innovation at Christian Heritage College in Brisbane, Australia. She discusses how artificial intelligence can enhance education when used as a tool, not a replacement, and the importance of maintaining human connection and critical thinking in digital spaces. Amy also reflects on how educators can model integrity, help students engage with AI appropriately, and keep learning personal in an increasingly automated world.The Just Schools Podcast is brought to you by the Baylor Center for School Leadership.Be encouraged.Connect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

In this #coachbetter episode Kim talks with Reem Labib Tyson, experienced teacher, instructional coach, principal, and district administrator; now CEO and Founder of EDspired Coaching and Consulting where she primarily works with leaders as an executive coach. Reem's extensive background and experience in so many different contexts gives a powerful lens to view coaching from multiple perspectives. And the focus of their conversation today is so important for coaches and leaders at all levels of experience! In this episode they talk about... How coaches can use mindfulness and a human-centered approach to slow down the pace of a very busy school day  How to coach the person not the problem How and why leaders benefit from coaching, too How coaches and leaders can find presence, joy and novelty in their work This episode highlights a key aspect of coaching that can help all coaches - new and experienced coaches alike - think a little bit differently about the way we can create space for our coaching partner and focus on the person, not the problem. Find the show notes for this episode here. Like this episode, you'll enjoy this: Building Teacher Agency Through Coaching Conversations Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)  

Leadership is heavy in ways no one talks about.We expect long hours, enrollment pressure, staff turnover, and parent demands — but the invisible weight of leadership isn't in the spreadsheets. It's in the emotions, expectations, and energy you absorb every day.In this powerful conversation, Chanie redefines burnout and exposes why the “fix-it-fast” advice doesn't work. Because burnout doesn't come from working too hard, it comes from becoming the system.If you've been the leader who holds everyone else's fear, absorbs everyone's disappointment, and smiles while suffocating inside, this episode is your permission to stop.Learn how to trade survival for sustainability by building rhythms that distribute the weight, not systems that keep you holding it all.Join the live workshop, Delegation Isn't the Finish Line: Ownership Is to learn how to build rhythms that hold you steady.Register at: schoolsofexcellence.com/delegationWhat You'll LearnWhy traditional definitions of burnout miss the real causeThe difference between working hard and becoming the systemWhy “fix-it-fast” solutions (like pizza parties) don't actually workHow to identify invisible labor, and stop carrying what's not yoursThe power of rhythms to distribute emotional and operational weightWhat it means to be an “all-seasons leader” — not just calm-weather leadershipKey InsightsBurnout doesn't chase weakness — it preys on competence.The body keeps score when you carry what's not yours to hold.You don't need to get stronger — you need to be held.Systems alone can't save you; rhythms sustain you.Calm isn't forever. Leadership is who you are under pressure.Memorable Quotes“Burnout isn't working too hard, it's becoming the system.”“If burnout can find you because you're extraordinary, then rhythms can hold you because you're extraordinary.”“You don't need to get stronger. You need to be held.”“Leadership isn't what happens in the calm. It's who you are when the pressure knocks.”Reflection PromptsWhere are you holding what isn't yours to hold?What invisible weight are you carrying for your team or school?What would change if your leadership wasn't a solo sport?Next StepStop carrying the invisible weight alone.Join the workshop: Delegation Isn't the Finish Line: Ownership Is.Learn how to build rhythms that distribute leadership and restore your energy.

What happens to your math improvement efforts when you leave the role?Many school and district leaders assume that lack of time or teacher buy-in is the biggest barrier to sustainable change. But the real threat? Fragility—the risk that everything falls apart when key people leave or switch roles. In this episode, we unpack the often-overlooked issue of leadership transition and how it stalls momentum, erodes trust, and resets years of progress. You'll hear real-world case studies and actionable strategies for building an infrastructure that outlasts any single leader.You'll learn:How to avoid the “spaghetti at the wall” cycle every time leadership changesWhat distributed leadership really looks like in successful math programsHow to create structures that sustain the work—no matter who's at the helmPress play to discover how to future-proof your math leadership and build lasting momentum across your district.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Every time I look into research on the summer slide, I get more confused. It's no wonder professionals and families are scrambling every May as they think about how kids should be spending their time in the summer. I've intended to do a deep dive into the research and gain a better understanding of how significant the “slide” is, for who, and what, exactly, is sliding. At the time I'm writing this, I still don't feel I've done that. What I can do is speak to what I DO understand, which is why I wanted to share my commentary and a clip from my interview with my colleague, David Schipper, as we discuss our conclusions on the “summer slide”. At the end of the interview, I ended up with more questions than answers, but we both came to the conclusion that kids who are already behind will benefit from consistent, explicit intervention, and that we'd both want to take advantage of time available to close gaps in students who are already behind at the end of the school year. David Schipper is the director of Strategic Learning Clinic, a position he has held since 2013. David obtained a B.A. in English Literature from Concordia University in 1998 as well as a B.Ed. in Secondary Education (English and History) from McGill University in 2002. After some work as a local teacher in Montreal, David founded 2Torial Educational Centre in 2007. Aside from his ability to put both parents and students at ease, David is able to help families get to the root of the problem(s) and propose the most suitable programs to resolve these issues. As a father of two children, David knows how to relate to the concerns of parents and as an experienced educator and passionately understands the struggles of students. His passion and dedication to teaching and learning is second to none.Here are some questions and discussion points from this episode:✅ Why we need to think about the summer in the preceding fall, not in May.✅ Looking at cumulative gains over the entire year rather than focusing on ONE time period.✅ Some students are already behind when summer starts. So how much time should we spend debating if a “slide” exists”? In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here: https://drkarendudekbrannan.com/efleadershipI also mentioned Language Therapy Advance Foundations, my program that gives SLPs and other service providers a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/You can connect with David on LinkedIn here: https://www.linkedin.com/in/david-schipper-1537972a/You can learn more about Strategic Learning Clinic on their website here: https://strategiclearning.ca/, on their Facebook page here: https://www.facebook.com/SLCStrategicLearningClinic, or on Instagram @strategiclearningclinic (https://www.instagram.com/strategiclearningclinic/). We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this #coachbetter episode, Kim address what she means by "confidentiality with transparency". As coaches, we know that coaching experiences need to be confidential so we can create a safe space for teachers to be vulnerable, take risks and set authentic goals. However, sometimes we worry that because coaching is confidential we can never share anything that happens within a coaching relationship. So, what happens when: A coaching partner has success and sees an impact on student learning? Our administrators are curious about what we're doing in our coaching cycles? Work that we're doing with one coaching partner might be relevant or supportive to another one of our coaching partners? When we're seeing trends across a division or subject area that would be helpful for leaders to know? We want to build interest in the impact of coaching by sharing coaching stories with the school community? We need to demonstrate the impact that coaching has made with people who manage the budget or the board? Listen to this episode to find out how to approach these situations. Find the show notes for this episode here. Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)

Lassoing Leadership – Beard's Book ClubEpisode Title: Calm in the Chaos: Leadership InsightsKeywords: leadership, education, ruckus making, mindset, humility, feedback, psychological safety, Ted Lasso, school leadership, Calm in the ChaosSummary:In this episode of Beard's Book Club, hosts Jason Rogers and Garth Nichols sit down with Danny Bauer and Glenn Robbins, the co-authors of Calm in the Chaos. Together, they unpack what it means to lead with calm, courage, and humility in today's schools. The conversation explores how to create psychologically safe environments, embrace feedback, and develop the mindset of a “ruckus maker” who challenges tradition in the service of growth.Drawing parallels to Ted Lasso, the group reflects on the importance of authenticity, belief, and humor in leadership—reminding us that leading with heart is just as important as leading with vision.Key Take Aways:Ruckus makers in education challenge traditional methods.Creating a school environment worth showing up for is essential.Leaders must remove their ego to foster collaboration.Feedback is a vital tool for growth and trust.Psychological safety allows for honest, courageous communication.Humility is the hallmark of effective leadership.Every year presents a fresh opportunity for renewal.Leaders should never take themselves too seriously.The number one job of a leader is to inspire belief.Great leaders learn from—and share—their mistakes.Soundbites:“You have to remove your ego.”“Every year is a new opportunity.”“Leadership is not easy.”Chapters:00:00 - Welcome to the Book Club06:00 - Meet the Authors: Danny and Glenn07:05 - Ruckus Making in Education11:03 - Mindset Shifts in Leadership14:42The Importance of Humility 16:02 - Creating Space for Leadership19:43 - The Challenge of Feedback29:43 - Ted Lasso: A Leadership Analysis

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Hello, IASP Members, Today, advocacy and leadership come together in a big way! In this week's IASP Advocacy Podcast, we're celebrating an exciting announcement about the future of the Indiana Principal Leadership Institute (IPLI). Since 2013, IPLI has been hosted by Indiana State University with a strong partnership with IASP. Earlier this week, ISU announced that IPLI will begin transitioning to IASP over the next year, ensuring continued growth, sustainability, and impact of IPLI's mission. This move strengthens IASP's commitment to leadership development and aligns perfectly with our vision to support principals at every stage of their careers. Joining me on today's episode are Dr. Todd Bess and Dr. Tiffany Barrett as we discuss this exciting transition, what it means for Indiana school leaders, and how IASP will continue IPLI's proud legacy of relationships, reflection, and growth.    

The idea that exposing kids to enriching literacy and play-based experiences will effectively teach them to read and write sounds nice on paper.Unfortunately, it's not in-line with the large and growing body of evidence that suggests that kids need direct, explicit instruction to learn to read, write, and spell. Sure, a select group of fortunate students will learn to read and write implicitly through exposure alone. But curricular decisions shouldn't be based on what benefits a small percentage of their student population. That's why in this episode, I share a clip and my commentary on my interview with Dr. Pamela Snow. Pamela Snow is a Professor of Cognitive Psychology in the School of Education at the Bendigo campus of La Trobe University, Australia. She is also Co-Director of the Science of Language and Reading (SOLAR) Lab. Pamela is a registered psychologist, having qualified originally in speech-language pathology and has taught a wide range of undergraduate and postgraduate education and health professionals. Her research has been funded by nationally competitive schemes such as the ARC Discovery Program, ARC Linkage Program, and the Criminology Research Council, and concerns the role of language and literacy skills as academic and mental health protective factors in childhood and adolescence. She has conducted research on the profiles and needs of high-risk groups such as youth offenders, children and adolescents in the state care system and flexible education systems, as well as research advancing evidence in the language-to-literacy transition in the early years of school. In this conversation, we discuss the need for nuance as it pertains to practices such as play-based instruction and project-based learning, and why these methods should be used in conjunction with direct reading instruction, not instead of. Dr. Snow also explains the difference between biologically primary and biologically secondary skills, and why this distinction matters when it comes to literacy instruction.Discussion points from this episode:✅ Play-based learning vs. early reading instruction: Why they aren't in opposition.✅ Using explicit instruction to build skills needed for problem-solving and successful project-based learning.✅ Whose job is it to work on reading? How much is the responsibility of the schools, and what is the parent's job?You can listen to my original interview with Dr. Snow on the De Facto Leaders podcast here: EP 158: Literacy and background knowledge: Essential skills for life (with Dr. Pamela Snow) Link here: https://drkarendudekbrannan.com/ep-158-literacy-and-background-knowledge-essential-skills-for-life-with-dr-pamela-snow/You can connect with Dr. Snow on X (formerly Twitter) @pamelasnow2 (https://twitter.com/PamelaSnow2) or on her blog at: http://pamelasnow.blogspot.com/You can also learn more about her work on her La Trobe University page at: https://scholars.latrobe.edu.au/pcsnowYou can learn more about the Science of Language and Reading (SOLAR) lab at: https://www.latrobe.edu.au/school-education/about/spotlightIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this episode of Just Schools, Jon Eckert talks with Elizabeth Bounds, current psychologist and former athlete, coach, and minister whose work explores how faith, identity, and virtue shape human flourishing. Elizabeth shares how her experience as a college athlete facing injury and performance pressure led her to study the connection between worth and achievement. Together, they discuss the difference between happiness and joy and how cultivating patience, courage, and virtue leads to deeper well-being.The Just Schools Podcast is brought to you by the Baylor Center for School Leadership.Be encouraged.Mentioned:Unreasonable Hospitality by Will GuidaraNever Enough by Jennifer WallaceConnect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

As you make your classroom rounds this week, I want to ask you something: when was the last time you focused not just on what you saw, but what you felt when you walked into a classroom?   We've all had that experience - walking into one room where everything flows perfectly, then stepping into another where something feels... off. Even before we see any tangible evidence. That's not coincidence. That's energy.   The most exceptional school leaders understand that teaching and learning isn't just about what it looks like. It's about what it actually is. Join me this week as I challenge you to think differently about your classroom walkthroughs and observations, and explore how, by tuning into the energy of each classroom, leaders can move beyond compliance toward creating environments where everyone genuinely wants to be.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/408   Get in touch with me:  https://www.facebook.com/akellycoaching/ https://www.instagram.com/angelakellycoaching/?hl=en https://www.linkedin.com/in/angela-kelly-robeck-57774835

This #coachbetter episode is another in our series of coaching case studies, with one of Kim's amazing clients, Andrea Goodrich, grade 4 classroom teacher at Concordia International School in Hanoi, Vietnam. At the time of recording Andrea had just graduated from The Coach Certificate and Mentorship Program. These case study episodes are designed to share the story of a coach, and the development of their coaching program and practice in their unique setting.  We're excited to share this episode with Andrea with you because this episode is such a great example of the ways that classroom teachers can embrace a coaching mindset and start building a coaching culture - from the team to the whole division - in one academic year. Andrea took everything she learned in The Coach and directly applied it in her school setting and it's already created significant momentum towards coaching.  In this conversation Andrea and Kim talk about... How Andrea started her journey to instructional coaching What makes coaching valuable to Andrea as a classroom teacher The surprises she uncovered about coaching as she was learning more What Andrea was able to accomplish in just one academic year in The Coach Certificate and Mentorship Program What Andrea is considering as she moves forward in her professional growth What she wishes she knew before she started coaching Find the show notes for this episode here. Like this episode, you'll enjoy these: The True Impact of Coaching: A Coach & Coaching Partner Case Study with Nikki Hume & Amber Shortridge Case Study: Building a Coaching Culture BEFORE Starting a Coaching Program with Melissa Carr Case Study: Building a Coaching Culture as a Classroom Teacher with Lana Yashchyna Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)  

How do you know if your district's mentoring and coaching efforts are actually making a difference?Too often, system and instructional leaders focus on program delivery but miss the deeper question: how do we monitor and support the real impact of our math mentorship and coaching practices? In this episode, Jim Strachan returns to explore how leaders can center educator well-being, trust, and professional learning as essential foundations for student success. You'll hear practical insights on how to navigate the complexity of school systems, avoid common blind spots, and create math mentoring relationships that build independence—not dependence.In this conversation, you'll learn:How to recognize whether math mentoring is building true capacity or just going through the motionsWhat effective trust-building really looks like—and why it's not a one-time thingA simple but powerful feedback strategy that gives math mentors honest insight into their impactPress play to explore how you can better monitor and strengthen fluency in mentorship and leadership across your district.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Fidelity matters, yet rigidity can stall growth. In this follow-up episode, we revisit the balance between fidelity and flexibility in math improvement and explore how two district partners faced this exact challenge.You will hear how they committed to implementing with fidelity, ensuring consistency, clarity, and shared language, while avoiding the trap of rigid adherence that stifles innovation and teacher agency. Drawing from Janice Fraser's Farther, Faster, and Far Less Drama and her leadership motions, we highlight how leaders can apply these ideas in real math contexts.Listeners will learn how to:See why fidelity builds consistency, shared language, and measurable impact.Recognize where rigidity creeps in—like over-policing or “book says so” practices.Apply Fraser's leadership motions (Orient Honestly, Leverage the Brains, Value Outcomes, Make Durable Decisions) to math initiatives.Anchor to outcomes like fluency, reasoning, and discourse rather than rigid scripts.Tune in to see how fidelity fuels traction while flexibility keeps systems responsive to student and teacher needs.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

When schools respond to “behavior problems” in students, the focus is often on the symptom, not the cause. Failing to look beyond the surface behavior does a disservice to students, which is why in this episode I share commentary and a clip from my conversation with Dr. Shameka Stewart on the school-to-confinement pipeline. Dr. Shameka Stewart is an Associate Professor of Communication Sciences and Disorders and the Juvenile Forensic Speech-Language Pathologist(r). Dr. Stewart is also a special education advocate trained by the Wright's Law training center. Dr. Stewart's clinical and scholarly work specializes in Juvenile Forensics, Law Enforcement Interaction with youth with CD, child language disorders, and augmentative and alternative communication (AAC). Her primary research focuses on the Confluence and Impact of cognitive and communication disorders on the school-to-confinement pipeline, status offenses, involvement with the criminal justice system, law enforcement interaction, and criminal recidivism in youth placed at-risk for delinquency and crime (especially Black and Brown youth from under-resourced areas). Dr. Stewart is also a clinically certified and licensed speech-language pathologist and is licensed to practice in Maryland, Washington, D.C., and multiple other states. Through her work, Dr. Stewart has created cutting edge social justice and juvenile justice specialty courses for graduate CSD students, nationally known training programs for law enforcement and legal counsel, and national and international CE workshops and training for licensed SLP clinicians, students, and families of children with special needs.Discussion points from this episode include: ✅The relationship between reading challenges and the school-to-confinement pipeline.✅Why “behavior problems” could be related to language processing, reading, or writing challenges.✅“They should know better”: Why we can't assume kids comprehend language in the school discipline handbook. If you're working with students in K-12 of any age, this episode is a must-listen. You can listen to the original interview with Dr. Stewart on the De Facto Leaders podcast here: EP 180: The relationship of literacy and language skills and involvement with the justice system (with Dr. Shameka Stewart) Link here: https://drkarendudekbrannan.com/ep-180-the-relationship-of-literacy-and-language-skills-and-involvement-with-the-justice-system-with-dr-shameka-stewart/You can connect with Dr. Stewart on her website here: www.juvforensicslp.comConnect with her on Instagram @drjuvenile_forensicslp (link here: http://drjuvenile_forensicslp/)Join her Facebook group SLPs 4 Juvenile Justice here: https://www.facebook.com/groups/1226771284165745/membersIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

I recently had a client schedule a one-on-one after a particularly challenging incident where a student admitted to a behavior during the investigation, then went home and adamantly denied everything to their parents.   The parent confronted my client, confused about the conflicting stories, and suddenly she found herself in a situation where someone's telling the truth and someone's not. When we feel accused of lying or our integrity is questioned, our fight or flight response can kick in faster than we can think, leading to defensiveness or shutdown.   Join me this week to discover what to do when you're accused of lying. We'll explore why children tell different stories at school versus home, and how to stay emotionally regulated and curious instead of reactive so you can maintain your leadership position.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/407   Get in touch with me:  https://www.facebook.com/akellycoaching/ https://www.instagram.com/angelakellycoaching/?hl=en https://www.linkedin.com/in/angela-kelly-robeck-57774835

In this #coachbetter episode we're talking about why schools hire coaches. This is a highlight from one of Kim's favorite episodes from last season featuring Head of School Jim Laney and Director of Curriculum Sara Brodhead. Jim and Sara define the benefits of coaching on so many levels: what the Board needs to hear, what motivates leaders, and the benefits of coaching to improve student learning. There are so many reasons for schools to invest in coaching, but it is a big investment. Understanding the value of coaching from multiple perspectives can help you advocate for coaching too! Understanding the “why” behind coaching is part of Phase 1 of the Thrive Model: Finding Clarity. We know from our AAICIS research that the clarity of a coaching program is the biggest factor in teachers and leaders reporting positive benefits to coaching. Without clarity it's hard for us to recognize the impact and value of coaching. Find the show notes for this episode here. Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)

Implementing with fidelity matters—whether it's adopting a new math resource, embedding a routine like number talks, or structuring PLCs. But fidelity is not the same as rigidity. When we cling too tightly to practices, they can outlive their usefulness and prevent innovation.In this episode, we draw from research, including Janice Fraser's concept of making durable decisions, to unpack the balance between fidelity and rigidity in math improvement. We explore how leaders and teachers can commit deeply enough to see results without locking into approaches that may no longer serve students.We also examine what it means to hold strong beliefs, loosely held—anchoring commitments in evidence-based math practices while staying open to refinement as new learning emerges.Listeners will learn how to:Distinguish between fidelity to outcomes and rigidity in practice.Apply research on durable decisions to math routines and systems.Use fidelity as a lever for student achievement while leaving space for adaptation.Recognize when it's time to refine, pivot, or let go of a practice.Model “strong beliefs, loosely held” in leading math improvement.Tune in to discover how to implement with fidelity without getting locked into rigidity—so your math improvement efforts remain both focused and adaptable.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Lindsay Whorton - A New School Leadership Architecture: A Four-Level Framework for Reimagining Roles. This is episode 792 of Teaching Learning Leading K12, an audio podcast. Dr. Lindsay Whorton is proud to be a founding member of The Holdsworth Center. She helped design the Center's programming and has served as president since 2019. Under Lindsay's leadership, Holdsworth has grown from serving seven public school districts through its initial offering – the Holdsworth Partnership – to serving more than 1,900 leaders in 89 public school districts across several programs, all designed to build a bench of stronger superintendents and principals for Texas public schools. Lindsay's story with Holdsworth began in 2015, when Charles Butt, Chairman of H-E-B, tapped her to work with an organizing board designing the center's first programs. At the time, Lindsay was working as a consultant with the Boston Consulting Group (BCG) in Washington D.C. She officially joined The Holdsworth Center team shortly after its launch in January 2017. In her role as managing director of district support, Lindsay helped create and evolve Holdsworth's model for supporting partner districts to develop aspiring leaders, place them in leadership roles and support them as they progress along their leadership journey. Lindsay's dive into education research began in 2009, when she was named a Rhodes Scholar and went on to earn a master's degree in comparative social policy and a doctorate in social policy from Oxford University. During her time at Oxford, Lindsay spent a year at the University of Helsinki, where she was a Fulbright Scholar. She visited schools and classrooms to understand Finland's world-renowned teacher education system. In 2016, Routledge published her book Teachers Unions and Education Reform in Comparative Contexts, which examined the impact of teachers' unions on performance-related pay reform in Finland, Switzerland, Texas and Florida. A native of Independence, Missouri, Lindsay earned a bachelor's degree in secondary education and English from Drake University in Iowa, where she served as a captain of the women's basketball team. Lindsay helped lead the underdog team to a Cinderella finish in 2007 by winning the Missouri Valley Conference Tournament championship and was named the tournament's outstanding player and a First-Team Academic All-American. Our focus today is ... Lindsay's new book- A New School Leadership Architecture: A Four-Level Framework for Re-imagining Roles So much to learn and think about! Great conversation! Thanks for listening! Thanks for sharing! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: https://holdsworthcenter.org/ https://holdsworthcenter.org/board/dr-lindsay-whorton/ https://www.linkedin.com/company/the-holdsworth-center/ https://www.facebook.com/HoldsworthCenter https://www.instagram.com/holdsworthcenter/ https://x.com/holdsworthcentr?lang=en https://www.amazon.com/dp/B0FGDTTGYM Length - 50:28

“We don't need to work on decoding because students have access to assistive technology and accommodations.”“We don't work on word-decoding in high school.”“Working on reading in high school is too little too late.”If you've ever heard any of these arguments, you're not alone. Unfortunately, beliefs like these do students a huge disservice. That's why in this conversation, I share a clip from my interview with Tom Parton, an SLP with a long-career of experience in secondary education, as well as literacy advocacy work. Tom Parton is a private Speech Language Pathologist in Normal, Illinois. He retired after 35 years of public-school practice. Tom is President of Everyone Reading Illinois and is a member of ERI's Legislative Committee. Tom has presented on autism and language/literacy topics at local, state, and national conferences. Tom participated in the ISBE Reading Instruction Advisory Group and Teachers of Reading Certification task forces. He is currently a member of the ISBE Dyslexia Handbook revision team. He is past-president of the Illinois Speech-Language-Hearing Association and is ISHA Honors Committee co-chair and a member of ISHA's Leadership Development Committee. Tom is the 2024 chair of the American Speech Language Hearing Association Committee of Ambassadors.In my commentary and the clip from the interview, you'll hear discussion on:✅ Why providing access to technology alone won't solve access issues if kids lack adequate reading and spelling skills. ✅ Why accommodations and modifications aren't a substitute for reading instruction, even in secondary school. ✅ The impact of word-decoding on activities of daily living. If you're serving students in secondary school, you won't want to miss this episode. You can listen to the original interview with Tom on De Facto Leaders here: EP 178: Are we allowed to say “dyslexia” in the schools? (with Tom Parton) Link here: https://drkarendudekbrannan.com/ep-178-are-we-allowed-to-say-dyslexia-in-the-schools-with-tom-parton/In this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Will Parker is an educator, author, and executive coach. Will helps school leaders build strong cultures, communication, and community through his work at Principal Matters. He's a former principal and host of the Principal Matters podcast. Will's work matters for inclusion because he supports educators in leading with heart and compassion, especially during challenging times. In this episode, Tim Villegas talks with Will Parker about navigating the emotional weight of current events, the impact of political rhetoric on schools, and how educators can stay grounded in their mission to serve students. The conversation centers on leading with compassion, focusing on local action, and finding hope in everyday relationships. The episode is intentionally broad so listeners can apply the insights to many situations. Complete show notes and transcript: https://mcie.org/think-inclusive/navigating-school-leadership-in-chaotic-times-a-conversation-with-will-parker-1306/

In this episode of Just Schools, Jon Eckert talks with Shaun Brooker, an educational leader from New Zealand, about the power of belonging, mentorship, and human connection in a rapidly changing world.Shaun shares how his school's innovative Tuakana program, which pairs middle school students with young adult mentors, has transformed engagement, confidence, and learning. Together, they explore the role of faith, culture, and community in education, as well as the promises and pitfalls of AI in classrooms.Shaun reminds us that while technology can enhance learning, nothing can replace the human presence that builds belonging and hope.The Just Schools Podcast is brought to you by the Baylor Center for School Leadership.Be encouraged.Mentioned:10 to 25: The Science of Motivating Young People by David YeagerSame as Ever by Morgan HouselConnect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

As educators and school leaders, we often pour our hearts into our work, only to sometimes feel that our efforts aren't fully appreciated. This tension between service and appreciation reveals a deeper truth about where we seek validation and how it impacts our ability to lead and teach effectively.   When staff members feel unappreciated, whether they're teachers facing demanding parents or support staff feeling overlooked, there's a fundamental shift happening in their sense of identity and empowerment. The challenge here isn't just about getting more appreciation. It's about understanding why we need it and what happens when we don't get it the way we expect.   Tune in this week to discover practical ways to help your staff reconnect with their internal validation and professional identity. I share strategies for creating a culture of equal value where every role is recognized as an essential puzzle piece. Most importantly, you'll learn how to guide your team back to appreciating themselves first, making external recognition the cherry on top rather than the foundation of their professional worth.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/406   Get in touch with me:  https://www.facebook.com/akellycoaching/ https://www.instagram.com/angelakellycoaching/?hl=en https://www.linkedin.com/in/angela-kelly-robeck-57774835

In this #coachbetter episode Kim talks with Donna Spangler, who spent the majority of her career working in US public schools as a teacher, then coach, then chair of a team of coaches, then assistant principal and president of her teacher's union. She also served as President of the Pennslyvania chapter of Learning Forward, and now works as a coach through Sibme and Executive Director of Edjacent, which is a company that supports educators and change makers. All of these experiences center around Donna's passion for professional learning for adults, and this episode focuses on one of her key areas of expertise: coaching for impact (not activity).  In this episode Donna and Kim talk about:  what makes coaching so impactful for schools How coaches create meaningful change in teachers' instruction and positively impact the school building and system the difference between measuring coaching impact vs coaching activity and why coaching impact is so important Why coaches might consider creating a coaching impact report How can coaches can ensure they are retaining focus on impact - rather than activity, especially when they might feel pressure to demonstrate "activity" How coaches can create sustainable structures for ongoing data collection.  the systems and structures need to be in place for international schools who are building coaching programs the common pitfalls that schools (and school leaders) often fall into when building coaching programs This episode is a GOLD MINE of practical advice and strategies for instructional coaches who not only want to make an impact but want to be able to document and share that impact with others.  A Coaching for Impact Mini-Guide (for this episode by Donna Spangler) Find the show notes for this episode here. Like this episode, you'll enjoy this: The Importance of Measuring Your Impact as an Instructional Coach Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)

Leading a school is one of the most fulfilling jobs you can have — but it can also feel like one of the hardest. Every day, school leaders are pulled between the demands of strategy, staff, students, and their own wellbeing. It often feels like spinning plates, where the slightest wobble in one area impacts everything else. If you’ve ever felt like you’re giving your all yet still wondering how to keep up, you’re not alone. That’s why I’m thrilled to welcome back Dr. Pete Stebbins to the podcast. Pete is a workplace psychologist, leadership coach, and co-author of the soon-to-be-released book Lead: 12 Extraordinary, Actionable Insights for Every School Leader. He has spent years walking alongside school leaders, distilling the practices that help them move from surviving to truly thriving in their roles. In this episode, we cover: Why traditional leadership models don’t always fit a school setting, and what extraordinary leaders do instead. The three plates of leadership (strategic responsibilities, supportive responsibilities, and self-leadership) and how to balance them. How changing demands and workforce pressures are reshaping school leadership. The “seasons of leadership” and how to adapt your focus over time. Practical ways to strengthen strategy with systems, visibility, and tracking. Supportive leadership as more than “warm fuzzies”, tackling workload and capacity head-on. Self-leadership essentials: managing energy, belonging and resilience. Using vulnerability narratives to navigate tough conversations with care and accountability. Pete’s simple practice of focusing on three daily priorities for clarity and impact. About Pete: Dr. Pete Stebbins, PhD, is a Workplace Psychologist and executive coach, focusing on school leadership development and school improvement. He is the author of the best-selling books: ‘Leading Flourishing Schools’ and ‘iTeams: Why High Performance Teams Fit In AND Stand Out!’. Pete has many years of research and professional practice behind him and is the director of the High Performance Schools Program. His work in this space has reached 16 Countries, impacting more than 600 Schools, and over 5,500 School Leaders and their staff. Pete’s professional passions are developing high-performance teams and building high-capacity school culture. Links and Resources: Explore the Well-Led Schools Partnership Program Check out Dr. Pete Stebbin’s latest book: Lead: 12 Extraordinary Actionable Insights for Every School Leader Check out his other books here High Performance Resources: https://www.hptschools.com/tools Relevant articles and podcast episodes: The Secret Recipe for Motivating Your Staff to Implement Change in The Workplace How to Structure and Support School Teams for High Performance with Dr. Pete Stebbins The Lippit Knoster Model for Managing Complex Change Thank you so much for listening. I’m so honoured that you’re here and would be so grateful if you could leave me a review on Apple Podcasts or on your preferred podcast app, that way we can inspire and educate even more people together. Connect with Pete via: His websites: www.hptschools.com/ and www.drpetestebbins.com/ Email: drpetestebbins@gmail.com LinkedIn: www.linkedin.com/in/dr-pete-stebbins-4a29177/ Connect with me via: My website: adriennehornby.com.au LinkedIn: linkedin.com/in/adrienne-hornby-a4126a205/ Email: hello@adriennehornby.com.au See omnystudio.com/listener for privacy information.

Send us a textConflict doesn't have to divide your leadership team — in fact, when handled well, it can be the very thing that strengthens your culture, deepens trust, and drives innovation. In this episode, Dr. Mel unpacks why healthy conflict is essential for leadership teams and how you can start embracing it instead of avoiding it.Whether it's pushing back respectfully, hearing out different perspectives, or separating the person from the problem, you'll walk away with practical strategies to shift conflict from something uncomfortable to something your team values.What You'll Learn in This Episode:Why silence is more dangerous than conflict in leadership teams.How diverse perspectives sharpen strategy and prevent blind spots.Why pushback, when done with respect, builds trust instead of tearing it down.Simple ways to separate the person from the problem so debate stays productive.The long-term payoff of healthy conflict: stronger decisions, deeper trust, and greater innovation.Action Step: At your next leadership team meeting, assign one person to be the “challenger.” Their role is to respectfully question assumptions and highlight potential risks. Rotate this role at each meeting so every leader practices both advocacy and pushback.Resources Mentioned in This Episode:Patrick Lencioni, The Five Dysfunctions of a TeamPatterson, Grenny, McMillan & Switzler, Crucial Conversations: Tools for Talking When Stakes Are HighDouglas Stone & Sheila Heen, Thanks for the FeedbackHarvard Business Review (2017), How to Preempt Team ConflictKen Blanchard, Leading at a Higher LevelDownload Upside and use my code MELINDA35278 to get 15¢ per gallon extra cash back on your first gas fill-up and 10% extra cash on your first food purchase! Download Fetch app using this link, submit a receipt and we'll both score bonus points. Calling All Educators! I started a community with resources, courses, articles, networking, and more. I am looking for members to help me build it with the most valuable resources. I would really appreciate your input as a teacher, leader, administrator, or consultant. Join here: Empowered Educator Community Book: Educator to Entrepreneur: IGNITE Your Path to Freelance SuccessGrab a complimentary POWER SessionWith Rubi.ai, you'll experience cutting-edge technology, research-driven insights, and efficient content delivery.email: melinda@empowere...

In this episode, Drs. Melissa Sadorf, Bill Chapman, and Christopher Silver discuss the upcoming NREA convention. Together, they highlight the excitement surrounding the gathering and share what they are most eager to experience, from key sessions to opportunities for professional growth. The hosts reflect on how these conventions create space for educators to step away from day-to-day fires, reconnect with colleagues, and return inspired by fresh ideas and renewed energy. The discussion also explores upcoming announcements and organizational updates that will shape the year ahead for rural education. Listeners will hear how the NREA continues to serve as both a professional network and a source of advocacy for educators working in a wide range of contexts and often challenging conditions. By blending personal anticipation with broader reflections on the organization's mission, the episode offers a preview not just of the event itself, but of the deeper sense of community and collaboration that defines the NFARE experience. We set the stage for what to expect at NFARE!!!!

In this episode, I reflect on my conversation with my colleague Cassandra Williams as we discuss book and resource deserts, as well as how to engage with school communities. In the interview clip I share, Cassandra shares a story of how one of her colleagues found a surprising way to increase attendance at parent-teacher conferences when he took the time to ask members of the community what their needs were. Additionally, I share my commentary on how technology can both help and hinder literacy skills. Cassandra Williams is a true innovator in the education field, having dedicated over 25 years of her life to revolutionizing existing systems and setting new standards of excellence. With a degree in Elementary Education from Southern Illinois University and a Master's from California State University, she is also the founder of two successful elementary schools in Indianapolis. Her research has focused on coaching teachers to accelerate student achievement, often utilizing video and other technologies as learning tools. Her most recent passion is the Educational Innovation 360° (Link here: https://www.educationalinnovation360.com/) e-Instructional Coaching System, which she designed and developed in 2018.Topics covered in this episode: ✅ When parents aren't engaging, are you addressing the issue from a place of curiosity or judgement?✅ Is technology a solution when schools lack access to books or curriculum materials?✅ Using technology for professional development and training: Balancing efficiency with connection. You can connect with Cassandra on LinkedIn here (https://www.linkedin.com/in/cassandra-williams-777b7927/), on Twitter here (https://twitter.com/Edinnovation360), and on Facebook here (https://www.facebook.com/Educationalinnovation360/), on Instagram @educationalinnovation360 (https://www.instagram.com/educationalinnovation360/)You can learn more about her coaching and professional development for schools and individuals at Educationalinnovation360.com (https://www.educationalinnovation360.com/).You can listen to the original interview with Cassandra on the De Facto Leaders podcast here: EP 113: Making literacy accessible and equitable (with Cassandra Williams) Link here: https://drkarendudekbrannan.com/ep-113-making-literacy-accessible-and-equitable-with-cassandra-williams/You can listen to Cassandra's interview on SEEing to Lead with Dr. Chris Jones here where they discuss using video as a tool for teacher training and development: Educational Innovation 360 (Link here: https://stl.bepodcast.network/s3/24)In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here: https://drkarendudekbrannan.com/efleadershipI also mentioned Language Therapy Advance Foundations, my program that helps SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Send us a textGreat leaders provide both stability and opportunity. In this Power Surge, we explore what it means to give your staff and students roots—a strong foundation of clarity, consistency, and belonging—while also giving them wings—the freedom to innovate, take risks, and grow.This back-to-school season, your people need both the grounding of strong culture and the lift of new possibilities. How you balance them will define the year ahead.

In this #coachbetter episode, Diana is going to share 8 Red Flags to Avoid When Building a Coaching Culture - and What TO DO Instead. As coaches and leaders we are doing our best to build a positive and inclusive coaching culture, but sometimes we can be making some big mistakes without even realizing it. When you look back on your own coaching experience - as a coach or as an educator or leader, you can probably remember a time when something didn't quite go as planned, or wasn't received the way we expected. Sometimes, even with the best of intentions we end up making a crucial mistake. So what are these red flags when building a coaching culture - and what do you do instead? Find the show notes for this episode here. Like this episode, you'll enjoy these: Case Study: Building a Coaching Culture BEFORE Starting a Coaching Program with Melissa Carr [272]  3 Steps to Growing a Thriving Coaching Culture Building a Coaching Culture with Kristine Mizzone and Jenny Derby [Ep 186] Let's Connect: Our website: coachbetter.tv EduroLearning on LinkedIn EduroLearning on Instagram EduroLearning on YouTube Subscribe to our weekly newsletter Join our #coachbetter Facebook group Learn with Kim Explore our courses for coaches Watch a FREE workshop Read more from Kim: Finding Your Path as a Woman in School Leadership (book) Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools (chapter) The Landscape of Instructional Coaching in International Schools (chapter)  

Introducing my new membership for principals: practical coaching + ready-to-use resources to help you lead with confidence and protect your time. Click here to learn more!As principals, most of us entered education because we care deeply about kids—we're naturally empathetic. But leadership also requires authority: the ability to set direction, uphold standards, and make tough calls. The challenge? Finding the balance between the two.In this episode, Barb Flowers unpacks the tension between empathy and authority and why both are essential for effective leadership. You'll learn:How empathy builds trust and connection, while authority creates safety and consistencyThe dangers of leaning too far in either direction (people-pleasing vs. rigidity)Three practical tips to balance empathy with authority in daily leadership conversationsFREE DOWNLOADS*The Principal's Email DetoxDecisive Leadership- Free WorkshopPrincipal Checklist to Disconnect From SchoolBehavior Blueprint for PrincipalsThe Principal's Power Hour Blueprint

When was the last time you thought about your emotional fitness? Just like physical muscles need regular exercise to stay strong, our social-emotional skills require consistent practice to serve us when we need them most. But here's the thing - many educators are trying to teach SEL without first developing their own emotional literacy.   This week, I'm joined by Lori Woodley-Langendorff, a 32-year veteran school counselor, co-founder of nonprofit All It Takes, and author of SEL Muscle Mastery, for an honest conversation about managing our emotional responses as school leaders and how this social and emotional foundation is the bedrock that makes learning possible.   Join us on this episode to discover how vulnerability and emotional connection unlock learning in ways that control never could. Lori and I examine why SEL often fails when treated as compliance rather than literacy, and she shares how teaching SEL skills transforms not just student behavior, but educator wellbeing.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/405   Get in touch with me:  https://www.facebook.com/akellycoaching/ https://www.instagram.com/angelakellycoaching/?hl=en https://www.linkedin.com/in/angela-kelly-robeck-57774835

In this powerful episode of Aspire to Lead, Dr. Rachel Edoho-Eket, co-author of Relational Intelligence, joins me to explore how trust, empathy, and authentic connection transform school leadership. Together, we discuss how leaders can shift from transactional to transformational practices, especially during times of crisis and change.Dr. Edoho-Eket introduces the HOPE framework—Hope, Opportunity, Praise, and Encouragement—as a practical tool for cultivating cultures where teachers feel valued and supported. We also unpack the common communication pitfalls leaders face and share strategies for fostering authentic dialogue that builds stronger relationships across a school community.Finally, we dive into one of the most pressing challenges today: burnout. Dr. Edoho-Eket shares how relational intelligence not only helps leaders model balance but also equips them to create healthier, more sustainable environments for themselves and their teams.If you're ready to lead with heart and transform the way you connect with your staff, this episode will give you the insights and strategies you need.About Dr. Rachel Edoho-EketDr. Rachel Edoho-Eket is a wife, mother, principal, TEDx speaker, author, and the President of the Maryland Association of Elementary School Principals. With decades as a teacher and leader in public education, she has earned the reputation as a strong instructional leader, passionate educational advocate, and dedicated mentor. As the Principal of a National Blue Ribbon school in Maryland, she is a life-long learner who strives for excellence not only for herself, but also for everyone she serves. She also serves as an adjunct professor at McDaniel College helping to support the personal and professional growth of aspiring and current school leaders, and is an ASCD faculty member.Named as one of the Top 100 Influencers in Education by District Administration magazine, Dr. Edoho-Eket's belief in fostering meaningful relationships serves as the foundation for everything she does, and her highly effective teaching and leadership style continues to inspire up and coming aspiring teacher leaders. During her educational career, she has proudly served as a classroom teacher, instructional team leader, mentor teacher, Assistant Principal, and Principal. Her first best-selling book, “The Principal's Journey: Navigating the Path to School Leadership” provides a helpful and practical blueprint for educators to follow as they transition into new leadership roles. Her second bestselling book, "Relational Intelligence: The Key to Exceptional School Leadership" centers on the importance of trusting and authentic relationships as the driver of school success. Dr. Edoho-Eket holds a B.S. in Early Childhood and Elementary Education from Temple University, a M.S. in Curriculum and Instruction from McDaniel College, and a Doctorate in Leadership and Professional Practice from Trevecca Nazarene University.To invite Dr. Edoho-Eket to speak at your next event, please visit: www.racheledohoeket.comFollow Dr. Rachel Edoho-EketWebsite: Dr. Rachel Edoho-Eket Instagram: @racheledohoeketLinkedin: Dr. Rachel Edoho-EketTwitter: @racheledohoeketYoutube: https://www.youtube.com/@racheledoho-eketAmazon:

Get the book, Doing the Work of Equity Leadership for Justice and Systems Change Visit Decoteau's website, www.DecoteauIrby.com About The Author Decoteau J. Irby's life work focuses on creating and sustaining organizations that contribute to Black people's self-determined well-being, development, and positive life outcomes. He is Professor at University of Illinois at Chicago in the Department of Educational Policy Studies. He is the author of Stuck Improving: Racial Equity and School Leadership. Dr. Ann M. Ishimaru is an award-winning scholar, writer, educator and the Killinger Endowed Chair and Professor of Educational Foundations, Leadership and Policy at the University of Washington College of Education. Through her work, she cultivates the leadership and solidarities of educators, organizational leaders and racially minoritized youth, families and communities to realize more transformative futures. In addition to many peer-reviewed articles in top-tier educational research journals, she is also the author of Just Schools: Building Equitable Collaborations with Families and Communities. They are the editors of the new volume Doing the Work of Equity Leadership for Justice and Systems Change.

Ever feel overwhelmed being the only SLP in your district without a network of fellow clinicians for support? You're not alone; many in similar situations face these challenges.In this episode, I'm sharing a case study of an SLP who, despite being the sole clinician in her district, felt the pressure of not having a trusted system she could rely on for language therapy. Searching for a structured, effective approach, she turned to the Language Therapy Advance Foundations program. There, she developed a reliable system she could bring to her team, transforming her therapy sessions and instilling confidence in her practice.I also reflect on ways you can gain a sense of belonging, even if you're the only one in your discipline.In this episode, I'll share:✅ Managing the challenges and isolation of being the only SLP in a district while building a trustworthy framework for therapy.✅ Developing a system that empowers you to handle your caseload with confidence, even without peer support.✅ Creating a dependable, efficient approach to language therapy that benefits both the clinician's peace of mind and the students' progress.Join us as we explore how this solo SLP navigated her unique situation and emerged with a structured system she could trust and share with her team.In this episode, I mentioned this previous podcast interview: EP 109: Can my principal evaluate me if they've never done my job? (with Eric Makelky) here: https://drkarendudekbrannan.com/ep-109-can-my-principal-evaluate-me-if-theyve-never-done-my-job-with-eric-makelky/This case study came from a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this episode of Just Schools, Jon Eckert talks with Chelsea Lippe, principal at Park Hill Elementary in Midway ISD. Chelsea shares how her journey from kindergarten teacher to campus leader has been shaped by saying “yes” to God's call and by building a culture of presence, trust, and growth.She reflects on the importance of prioritizing people over paperwork, creating space for peer observation, and leading with authenticity. Chelsea's story highlights how putting “pulse over paper” helps schools thrive with joy, resilience, and hope.The Just Schools Podcast is brought to you by the Baylor Center for School Leadership.Be encouraged.Connect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

School leaders everywhere know the feeling – you've been pushing the boulder up the mountain since August, giving 200% to launch the school year successfully. The adrenaline that carried you through the first weeks starts to fade, and suddenly you're wondering how you'll sustain this pace or create any kind of work-life balance.   This conversation with Steven Langer, former principal and CEO of Well by Design, comes at the perfect time. Steven brings a refreshing perspective on sustainable leadership that challenges the traditional notion of work-life balance.   His journey from walking school hallways with a clipboard (sometimes just to look busy while his mind was on overwhelm) to transforming a struggling school's culture offers practical wisdom for every educational leader facing the intensity of a new school year.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/404

Presented by ClaroDr. Marquis Scott, Assistant Head of School at The Lawrenceville School, joins the podcast to share his remarkable career journey from CTO to senior administration. He discusses how the problem-solving and systems-thinking mindset from IT are transferable to roles in HR, communications, and strategic planning, offering actionable advice for aspiring tech leaders.The Lawrenceville SchoolThe First 90 Days, by Michael Watkins; book with strategies for conquering the challenges of transitionsNAIS Article - Systems Thinking (Marquis Scott)Book Marquis is reading this summer - - Shift by Ethan KrossMarquis' doctorate thesis - The Role of System Thinking Tools in Enhancing Diversity Directors' Insight into Employee of Color Retention Rates: A Phenomenological Study

Ever feel like you should have language therapy figured out by now, but you're still struggling? Even experienced clinicians can feel that way.In this episode, I'm sharing a case study of a seasoned SLP who, despite years of experience, felt like she was missing a key piece of the puzzle when it came to language therapy. Battling decision fatigue and a lack of a reliable system, she joined my Language Therapy Advance Foundations program and created a reliable system that made her feel confident showing up to sessions.In this episode, we'll discuss:✅ Overcoming the feeling of inadequacy as a veteran clinician and acknowledging the need for a more structured approach to language therapy.✅ How streamlining decision-making allowed for more focused therapy sessions. ✅ Strategies for working on language skills that support executive functioning. ✅ Creating a predictable, efficient system for building language skills that support reading and writing. This case study came from a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments