Podcasts about school leadership

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

Here's something that might surprise you: Some of the most innovative educational leaders come from unexpected backgrounds.   This week, I'm speaking with Deepali Deshmukh, a school leader whose journey from biochemist to head of school challenges everything we think we know about educational credentials. Her story proves that your unique perspective isn't just valid. It's valuable.   Join us on this episode to discover why your "non-traditional" background might actually be your secret weapon in leadership, and how Deepali transformed her science background into leadership strengths. Her story reveals that the solution to imposter syndrome isn't trying to fit into someone else's shoes - it's bringing your authentic self and unique talents to create something that didn't exist before.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/403

In this episode we're looking at three tips to make coaching successful. This is a highlight from one of our favorite episodes from a previous season, featuring Diane Sweeney. What we appreciate about this clip is that Diane highlights all three elements of the Thrive Model within her three tips. She touches on Clarity, Consistency and Community in this short clip. As you're watching or listening, we invite you to identify which of Diane's tips fits in which phase of the Thrive Model: Clarity, Consistency or Community. If you want to learn more about the Thrive Model after this episode, head over to our website at edurolearning.com/thrive to get all the details.  Find the show notes for this episode here. Like this episode, you'll enjoy these: 3 Steps to Growing a Thriving Coaching Culture Understanding the Thrive Model with The Coach Mentors [Ep 211]  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)

Meet Todd Bloomer, the Director of School Leadership for the Archdiocese of San Antonio. Todd was a long time HS Principal in Texas, retired, and now has taken on a new role in San Antonio.He is also the author of The BluePrint: Survive & Thrive as a School Administrator. You can purchase the book here: http://amzn.to/46dhm3t"Yankee Todd" as he is known is also an avid runner, husband, father of 5, and is active on social media producing great, inspirational videos often on all his socials. You can follow Todd here: @todd_bloomer_author on Insta and Tik Tok@Yankee Todd on FB@bloomer_sa (X)Learn more at Todd's website: toddmbloomer.comJoin us for the podcast LIVE tonight, Thursday September 11th, 2025 at 7:30 EST/6:30 CT.This podcast is sponsored by IXL Personalized Learning. IXL is used by more than 1 million teachers each day. It is also the most widely used online learning and teaching platform for K-12. Learn more here: https://bit.ly/ELBIXL

What if choosing between language and executive functioning for your students wasn't an "either/or" decision? And how can we effectively balance academic content with broader cognitive skills? It's a complex challenge, and the answer isn't always obvious.In this episode, I share commentary and a clip of my conversation with Jill Fahy, where we discuss the impact of executive functioning skills on the college experience. Jill is a licensed speech-language pathologist and professor in the Department of Communication Sciences and Disorders at Eastern Illinois University. She is also the co-director of the Autism Center and Director of the Students with Autism Transitional Education Program, where she develops and delivers transitional programming in social skills and executive functions for college students. In this episode, you'll discover:✅ Should we work on language or executive functioning first? The answer isn't straightforward.✅ Balancing academic content areas and broader cognitive skills: Why both parents and professionals need to learn about executive functioning as it relates to their context. ✅ Educating the public on cognition and evidence-based practices, and why it's so easy for vulnerable individuals to grasp on to pseudoscience. ✅ How to use “asset stacking” to address the need to work on multiple interconnected areas at once (e.g., content area skills, language, cognition).You can connect with Jill via email at jkfahy@eiu.edu. You can read her article, Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP from ASHA Perspectives here: https://pubs.asha.org/doi/10.1044/sbi15.4.151You can learn more about the Students Transitional Education Program at Eastern Illinois University here: https://www.eiu.edu/step/ and the Autism Center here: https://www.eiu.edu/autismcenter/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/efleadership 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 Dr. Tiffany Spicer, Superintendent of Waco ISD. Dr. Spicer shares her journey to Waco, the challenges of stepping into leadership mid-year, and her commitment to building a culture of trust, joy, and authenticity. She reflects on the importance of boundaries, balance, and modeling self-care for her team while keeping students at the center of every decision. Through it all, she leads with a smile, reminding us that the future of education rests in believing in and championing each student.Mentioned:Worthy by Jamie Kern LimaConnect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

I just returned from hosting my first-ever EP Alive event, and let me tell you, it was nothing like your typical education conference.   I'm joined by three remarkable principals, Erin, Kay, and Sherry, who attended EP Alive 2025. Together, we created something that redefined professional development: no boring conference rooms, no eight-hour PowerPoint marathons, just real conversations by the fire pit, morning yoga sessions, sailing adventures, and breakthrough moments that shifted how we see ourselves as leaders and humans.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/402

In this #coachbetter episode Kim talks with Elin Kelsey and Ivy Yan. Elin is an author, researcher and leader in the solutions-focused environmental and climate justice movement. Her mission is to spread wild contagious hope. Ivy is an experiential learning designer and facilitator advocating for the happiness and well-being of human beings and nature as a whole. Together they bring so much hope, joy and happiness to their work, that it is truly contagious! In this episode they talk about ... The ways emotions are contagious and how we, as educators and coaches can bring hope into our school contexts. How the world works in cycles and seasons, and how important it is for us to understand what season we are in, and how we can recognize that within our school communities. The importance of breaks, of being in nature, being vulnerable and recognizing the ways that we need to find space and time to heal Why emotions are important - even when we're talking about facts How we are connected - and how important embracing that connection is. How and why we need to be shifting the narrative to one of hope. 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)  

As a school leader, do you often feel responsible for everyone's happiness, success, and challenges?   If you're nodding your head, you're not alone. Many principals carry the weight of their entire school community on their shoulders. But here's the thing: there's a crucial difference between being responsible and taking ownership that could be game-changing for your leadership approach.   Tune in this week to discover the crucial distinction between ownership and responsibility, and why this is one of the most critical concepts for school leaders to understand.    Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/401

In this episode Kim talks about how we can build teacher agency during coaching conversations - by providing structure to their thoughts.  This episode was inspired by a conversation with one of Kim's clients in The Coach Certificate and Mentorship Program when they were going through the “In Practice” module of the course. They were starting to have coaching conversations for the first time and realized that even though their conversations with Kim during the Office Hours in the program felt so natural, there was actually a structure and a process that she was following, even though it felt so seamless in the moment! If we want our coaching conversations to feel seamless and natural, we need to create space for unpacking a lot of ideas, while at the same time providing structure - this is part of the art of coaching. Being able to make a complex conversation feel “easy”. Find the show notes for this episode here. Like this episode, you'll enjoy these: How to Structure an Instructional Coaching Conversation  Top 5 Strategies for an Effective Coaching Conversation  Framework for an Effective Instructional Coaching Conversation  How to Have an Effective Coaching Conversation 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)  

School leadership often brings us to our knees in ways we never anticipated.    When everything feels like it's falling apart, when the blame feels justified and the pain feels unbearable, that's precisely when our true leadership capacity gets tested. In this deeply personal 400th episode, I share my journey through divorce and devastation to demonstrate what relentless responsibility looks like in practice.   This milestone episode reveals the raw truth about choosing empowerment when every fiber of your being wants to abdicate responsibility.    Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/400

This is the first #coachbetter episode for season seven of the podcast and Kim highlights 5 key themes that have been percolating to the surface in her work over the past academic year. All of these topics have been a big feature of the in-person work Kim has been doing, our global cohorts of The Coach, and the long term consulting work she does with schools.  The themes are: Maintaining confidentiality (with transparency) in coaching relationships (and the importance of separating coaching from any aspect of evaluation, supervision and appraisal) The power of data as a pathway to understanding the impact of coaching The importance of case studies & sharing your impact within your school community; and Developing a coaching mindset and coachability on staff; Finding hope, joy and presence in our work in schools Kim is sharing these because so many of the coaches that she works with, particularly in our global cohort of The Coach, feel like they are alone in these conversations. They wonder if they are the only one who is thinking about and trying to start conversations about these topics in their school. If that sounds like you, you are not alone.  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)      

AI didn't break assessments—it revealed just how flawed they already were. Richard Culatta, CEO of ISTE+ASCD, shares how schools can prepare AI-ready graduates, address bias, and rethink what learning really looks like. Show notes: https://www.coolcatteacher.com/e912 3 Takeaways: • Assessments weren't broken by AI—they were broken already. • An AI-ready graduate needs strong human skills like storytelling and problem-solving. • Addressing bias requires both human awareness and AI tools for cross-checking. Growth Reflection: How should schools redefine assessments in the age of AI?

Every time I give a session on executive functioning, I have clinicians and teachers ask me the same thing:“How can I motivate students who don't seem to care or don't want to try new things?”Or something like “How can I convince students why this (insert task) is going to be important to them in the future?”The short answer is that you don't “convince” them of anything. At least not in the moment. Instead, you create the experiences and opportunities that are going to help the student acquire the skills, experience the consequences, and develop the confidence to deal with uncertainty/unfamiliar situations. When students appear resistant to try things, or seem to “not learn from past mistakes”, this can often be tied to weak episodic memory. Episodic memory—the ability to see a mental picture of a past event, allows students to think back on past experiences and use them to prepare for the future. When you struggle to do this, it's difficult to recall past mistakes or feedback in the moment. It's also difficult to think back on past experiences when you might have done something well, which may make you feel less prepared for tasks that are challenging or less familiar. This may cause nervousness or resistance toward difficult tasks if you can't “see” back into the past (episode memory) or think into the future to know what you should be doing now (future pacing). Unfortunately, on the surface, this may look like defiance, apathy, or lack of motivation. That's why in fourth episode in my “Five Skills to Create Your Executive Functioning Intervention Framework”, I discuss the fourth skill: Episodic Memory What I'll uncover in this episode:✅ The critical role episodic memory plays in executive functioning: applying prior knowledge, anticipating consequences, and adjusting behavior.✅ How difficulties with episodic memory impact a student's confidence and willingness to try new things, or their persistence with challenging tasks. ✅ Why episodic memory interacts with other executive functioning skills, including future pacing, time perception, and self-talk.In this episode, I mentioned my free training for school leaders who want to create a research-based executive functioning implementation plan for their school teams. You can sign up for the training here: https://drkarendudekbrannan.com/efleadership 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

The beginning of a new school year brings a familiar flood of tasks, responsibilities, and mental chatter that can make you feel like you're drowning in urgency.    In this episode, I'm exploring the reality that you are only ever doing one thing at a time, despite what your brain tells you about multitasking and efficiency.    As you prepare for the upcoming school year, join me today to discover how to use this time as a window into your leadership pattern. You'll learn how, by focusing on the one thing in front of you, you can build your capacity for the emotions that come with the work. This fresh start is your opportunity to practice relentless responsibility for your time, energy, and outcomes.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/399

For the tenth and final episode in the series, the topic is Looking Back to Move Forward as an Instructional Coach - a collaborative #coachbetter quick tips with Kim and Diana together . This episode focuses on the importance of reflection to help you prepare for the next academic year.  The whole series has been about reflecting on your practice and this one will set you up for an annual process every academic year. If you enjoy this episode, and you're curious about the others, please go back and listen to the rest of the series to learn about the Thrive Model for Sustainable Instructional Coaching so you can reflect on the Clarity, Consistency and Community you have in your coaching practice and program. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh 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)

Cyber attacks on schools are growing. Auburn University's Jay James shows how student-led cybersecurity operations prepare learners and protect campuses. 3 Takeaways: • Student SOCs give real-world, hands-on cybersecurity training. • AI tools like Microsoft Security Co-Pilot mentor students in real time. • K-12 schools can start small with focused projects and grow from there. Growth Prompt: How do you prepare students—or staff—for real cybersecurity threats? Show notes link: https://www.coolcatteacher.com/e911 

Riel Miller returns for a conversation about where education systems need to go and he brings with him some friends who have conducted research on this very question, Stephen Murgatroyd and JC Couture - the authors of Evidence Education Futures for School Leadership Interviewed by: Peter Hayward

This episode is a debrief of the article Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era by Woulfin & Rigby (2017). We explore how math coaches can lead meaningful instructional improvement when their role is clearly defined and aligned with both evaluation systems and the goals of ambitious instruction.You'll hear our reflections on three core functions of math coaches—developing shared understandings, modeling instructional practices, and brokering two-way communication between classrooms and leadership. We also unpack common challenges, including the risk of coaches being perceived as evaluators, and offer recommendations to create a safe, impactful math coaching culture that builds trust and coherence across the system.In this episode, you'll discover:Why math coaching needs to be framed as developmental, not evaluativeThe three essential roles math coaches play in a coherent instructional systemHow content-specific coaching aligned to standards can drive improvementWhy district infrastructure and principal leadership matter for coaching successHow to protect trust and clarity in the math coach–teacher relationshipNot 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.

Students with executive functioning challenges often intend to complete tasks or meet expectations—but struggle to execute consistently. The reason? They aren't mentally envisioning future scenarios, predicting the steps needed to reach a goal, and thinking about what they need to be doing NOW in order to meet that goal. This cognitive skill, called future pacing, allows students to visualize the process and outcome of their actions, building a critical link between planning and follow-through.In the third episode in my “Five Skills to Create Your Executive Functioning Intervention Framework”, I break it down in detail. What I'll uncover in this episode:✅ What future pacing is—and why it's essential for supporting goal-directed behavior and flexible thinking.✅ How future pacing interacts with skills like time perception, self-talk, and episodic memory.✅ Why students with executive functioning deficits often struggle to anticipate obstacles, sequence steps, or understand how present actions impact future outcomes.✅ Practical ways to teach students how to mentally rehearse tasks—bridging the gap between knowing what to do and actually doing it.✅ How building future pacing into interventions improves self-regulation, motivation, and task persistence.In this episode, I mentioned my upcoming free live virtual training hosted by Parallel Learning that's coming up on August 14, 2025 from 6:30-8:00 PM EST. It's called “Executive Functioning: Beyond Checklists and Planners”. You'll earn a free CEU, get to learn about a company that offers remote work opportunities, and get to learn some of the concepts I teach in my paid programs. You can sign up for the training here: https://parallellearning-20474008.hs-sites.com/ashakickoffwebinar25?utm_source=partnership&utm_medium=partner_karen_dudek&utm_campaign=webinar_ashadrkaren_8.14.2025&utm_content=blankI also mentioned my free training for school leaders who want to create a research-based executive functioning implementation plan for their school teams. You can sign up for the training here: https://drkarendudekbrannan.com/efleadership 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

Have you ever found yourself caught in an endless back-and-forth with a challenging staff member? You know the type - where no matter what you say or do, it feels like you're being pulled into a defensive game of "prove you're right"?   Tune in this week as I share a powerful metaphor that's changing how principals handle difficult conversations: instead of playing tug of war, drop the rope.   You'll discover how to recognize when people are using blame as a delay tactic, why defensiveness keeps you locked in unproductive battles, and most importantly, how to maintain your alignment without needing anyone else to validate your perspective.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/398

Educator Gwen Agna discusses her memoir on community-centered leadership and creating equitable schools. Plus, a bonus interview with late Indigenous flutist Kevin Locke.

The topic for the ninth episode in this series is Embracing Your Informal Leadership as an Instructional Coach. This episode focuses on the essential mindset shift that educators need to make when moving into an instructional coaching role. If you enjoy this episode, you'll love the previous episodes. Go back and listen so you can refresh your coaching practice following the three phases of the Thrive Model: Clarity, Consistency and Community. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh 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)

In this episode, host Ollie Lovell speaks with Sue Knight, principal of multiple turnaround school stories based upon the Science of Learning. Sue shares her insightful 3 principles for effective school leadership. See all show notes at: www.ollielovell.com/sueknight

I'm often asked if I can create an “executive functioning lesson plan” that a clinician could do within a 20-minute therapy session with a student or group of students. I understand why people ask me for things like this. This traditional “pull-out” model of therapy is what many clinicians have been taught in our preservice training, and it's often what's focused on in professional development for clinicians. This model works well for many skills. It also plays a part in executive functioning intervention. But it's not enough. Doing “executive functioning” lesson plans without some type of support plan in place for other settings would be like a soccer player doing drills and conditioning without ever playing soccer. Does the right isolated work provide support and a foundation? Yes. Is it necessary? Also yes.But is it enough on its own, without direct application in the situation when those skills will be needed? Absolutely not. I know school teams are overwhelmed, and embedding support across a students' day requires systems and collaboration that aren't often in place in many schools (yet). It's a lot to ask, but it's what needs to happen. And with the right plan, it's possible-which is what I show school leaders how to do in the School of Clinical Leadership. That's why in this second episode in my series on “Five Skills to Create Your Executive Functioning Implementation Framework”, I cover the second skill: Self TalkWhat I cover in this episode:✅ The two distinct types of self-talk: Strategy self-talk and Self-belief self-talk✅ How self-talk integrates with other executive functions like time perception, future pacing, and episodic memory✅ The connection between self-talk and principles of Cognitive Behavioral Therapy (CBT)—and how to embed those principles into daily routines, not just therapy rooms✅ Why explicit instruction and modeling of self-talk helps students shift from reactive to proactive problem-solving✅ How deficits in self-talk can derail time management, task initiation, and flexible thinking—despite external supports✅ How to start working on self-talk with your students right away-even if you haven't built strong team collaboration systems yet.In this episode, I mentioned my upcoming free live virtual training hosted by Parallel Learning that's coming up on August 14, 2025 from 6:30-8:00 PM EST. It's called “Executive Functioning: Beyond Checklists and Planners”. You'll earn a free CEU, get to learn about a company that offers remote work opportunities, and get to learn some of the concepts I teach in my paid programs. You can sign up for the training here. I also mentioned my free training for school leaders who want to create a research-based executive functioning implementation plan for their school teams. You can sign up for the training here.  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

Dr. Donyall Dickey delivers a powerful message about America's literacy crisis while offering clear, practical solutions educators can implement immediately. Donyall D. Dickey, Ed.D. is a nationally recognized authority on curriculum, instruction, organizational development, and the administration of schools As founder and CEO of Educational Epiphany, Dr. Dickey brings credibility and real-world experience to this urgent conversation.The four practices Dr. Dickey outlines include creating learning targets that push students toward higher-order thinking, teaching vocabulary through word part analysis, using gradual release of responsibility to build independence, and explicitly teaching writing skills across content areas. What makes his approach particularly effective is the implementation strategy, introducing one practice at a time, ensuring mastery before moving on, and focusing on sustainable change rather than quick fixes.Educators across Montgomery County will have the opportunity to learn directly from Dr. Dickey at the MCIU's Shared Learning session on October 1st. Don't miss this chance to transform your instructional practice and make a real difference in student literacy outcomes.Visit learn.mciu.org/sharedlearning to learn more about this upcoming professional development opportunity with MCIU's Office of Organizational and Professional Learning.

In this episode of Just Schools, Jon Eckert talks with Mary Jane (MJ) Rios, a teacher at Augustine Prep in Milwaukee and a current MA student in the Baylor program. Eckert had the chance to see MJ in action while shadowing one of her students, who was excited when talking about her class. MJ shares how Augustine Prep supports whole-child development through faith, long-term relationships, and mentoring. She reflects on the importance of consistency, building student confidence, and helping new teachers grow. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership.Be encouraged.Mentioned:Even If He Doesn't: What We Believe About God When He Doesn't Make Sense by Kristen LaValleyFierce Conversations by Susan ScottConnect with us:Center for School Leadership at Baylor UniversityJon Eckert LinkedInBaylor MA in School Leadership

The business of education is the business of creating impact.   School leaders step into their roles with dreams of transformation, yet impact doesn't automatically materialize with credentials or titles. It emerges through conscious creation - a co-creation between you and a higher power when you're tuned in and aligned with yourself.    Join me this week to learn how the path to creating lasting impact involves processing emotions in real time rather than avoiding them. You'll discover how to separate your identity from others' behaviors and criticisms, fuel your desire for impact even when facing injustice, and decide whether this is your season for transformation or restoration.    Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/397

For the eighth episode in this series, the topic is 5 Reasons Instructional Coaches are Essential in Schools. This episode focuses on the essential mindset shift that educators need to make when moving into an instructional coaching role.  If you enjoy this episode, you'll love the previous episodes. Go back and listen so you can refresh your coaching practice following the three phases of the Thrive Model: Clarity, Consistency and Community. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh 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)

Executive function is often defined as “having good time management skills”. While this isn't completely off-base, it's a vast oversimplification.The REASON people are good at time management is because they have the ability to estimate and sense the passage of time. Most “textbook” definitions of executive functioning don't fully call this out, and as a result many educators and clinicians have a difficult time figuring out how to design instruction and intervention that supports executive functioning. Instead of embedding support across the day, interventions get siloed in special education, or lumped into long lists of cookie cutter classroom accommodations that overwhelm general education teachers. Kids don't generalize skills from one setting to another, even though people think they're working on “time management”, and well-meaning adults find themselves giving constant “five minute warnings” as they try to help their students keep up with the pace of classroom activities or even basic functional tasks (e.g., getting things together, making transitions). Let's be honest: If “five minute warnings” were an effective method of teaching executive functioning and “time management”, we wouldn't have to be doing them constantly. What if there was a way to help kids develop these skills, so we could fade all the prompting? The good news is, there is. The first step is recognizing that the core skill we're teaching is TIME PERCEPTION. When you google a definition of executive functioning, you'll likely get a list of 8 or 9 skills. Things like attention, working memory, shifting, ideational fluency, and self-regulation. It's important for educators, clinicians, and school leaders to understand these terms and what they are, but then they need to organize these abstract cognitive skills into concrete skills that can be both taught explicitly and layered across a students' day. That's why the framework I teach organizes executive functioning into 5 areas: 1. Time perception2. Self-talk3. Future pacing4. Episodic memory5. Encoding. In this first episode of a 5-part podcast series, I discuss the first one: Time perception. In this episode, I'll reveal:✅ What “time perception” means in the context of executive functioning (beyond simply knowing how to tell time).✅ How time perception deficits interfere with task initiation, sustained attention, and task completion.✅ Why students may appear "defiant" or "unmotivated" when the real issue is inaccurate time estimation/perception.✅ How poor time perception creates barriers for following schedules, meeting deadlines, or pacing tasks appropriately.✅ Intervention principles to help build a student's internal sense of time as part of a larger EF support plan.In this episode, I mentioned my upcoming free live virtual training hosted by Parallel Learning that's coming up on August 14, 2025 from 6:30-8:00 PM EST. It's called “Executive Functioning: Beyond Checklists and Planners”. You'll earn a free CEU, get to learn about a company that offers remote work opportunities, and get to learn some of the concepts I teach in my paid programs. You can sign up for the training here. I also mentioned my free training for school leaders who want to create a research-based executive functioning implementation plan for their school teams. You can sign up for the training here.  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

Pastor Sean Azzaro of River City Community Church shares his journey and the mission behind the church and its affiliated Christian school, River City Believers Academy. Explore the concept of living an abundant, real life through faith, community, and education. Pastor Sean discusses the importance of biblical teachings, the impact of a supportive Christian community, and the role of RCBA in discipling students. www.rcbaonline.com 00:00 Introduction: Made for Something More?00:18 Invitation to River City Community Church01:03 Reaching for Real Life: Back in the Pulpit01:36 Landmark Church and San Marcos Visit02:24 Revival and Greg Lori's Crusades05:43 The Gospel's Fair Hearing in Modern Times07:54 Preparing the Next Generation for College09:28 River City Believers Academy: A Christian School's Journey13:32 Introduction to River City Believers Academy14:10 School Leadership and Faculty15:09 Unique Christian Community16:48 Student Involvement in Worship17:57 Pastor Sean's Role and Influence19:19 Sports and Life Lessons22:24 Enrollment and Scholarships24:06 Service Times and Final Thoughts

Pastor Sean Azzaro of River City Community Church shares his journey and the mission behind the church and its affiliated Christian school, River City Believers Academy. Explore the concept of living an abundant, real life through faith, community, and education. Pastor Sean discusses the importance of biblical teachings, the impact of a supportive Christian community, and the role of RCBA in discipling students. www.rcbaonline.com 00:00 Introduction: Made for Something More?00:18 Invitation to River City Community Church01:03 Reaching for Real Life: Back in the Pulpit01:36 Landmark Church and San Marcos Visit02:24 Revival and Greg Lori's Crusades05:43 The Gospel's Fair Hearing in Modern Times07:54 Preparing the Next Generation for College09:28 River City Believers Academy: A Christian School's Journey13:32 Introduction to River City Believers Academy14:10 School Leadership and Faculty15:09 Unique Christian Community16:48 Student Involvement in Worship17:57 Pastor Sean's Role and Influence19:19 Sports and Life Lessons22:24 Enrollment and Scholarships24:06 Service Times and Final Thoughts

School leaders everywhere face a critical decision as they plan for the upcoming year: tackle every problem that needs fixing or focus on what truly matters.    The pressure to improve student attendance, boost test scores, enhance behavior management systems, and implement multiple district initiatives simultaneously creates an impossible burden that leads to burnout and resentment across entire school communities. The reality is that while you can improve anything you want this year, you cannot improve everything you want.   This episode explores the fundamental difference between "everything planning" and "anything planning" - a distinction that could transform how you approach the 2025-26 school year.    Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/396

For the seventh episode in this series, the topic is 6 Strategies to Build Relationships with ALL Teachers. This episode focuses on the third phase of Thrive Model for Sustainable Instructional Coaching: Community. To make sure you're getting all phases of the Thrive Model, please listen to the previous episodes. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh 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)

In this solo episode, Chanie Wilschanski challenges one of the most common—and misleading—phrases in school leadership: “Let's get on the same page.”While it may sound like alignment and feel like unity, this phrase often leads to passive agreement, false harmony, and a school culture built on appeasement—not real accountability.Chanie shares why being “on the same page” is no longer her goal—and how installing shared standards, guardrails, and team rhythms can transform your school systems and restore trust across your staff.If you're tired of repeating the same expectations over and over, this episode offers a leadership framework for creating clarity, follow-through, and sustainable team ownership—without micromanaging.What You'll LearnWhy “being on the same page” creates confusion, not clarityHow to lead with shared standards that drive school-wide accountabilityWhy rhythms and systems—not reminders—protect your school cultureA practical framework for restoring team ownership without overfunctioningWhat false harmony is costing you in terms of trust, time, and retentionHow to navigate team members with inconsistent follow-throughKey Insights“On the Same Page” Is a Leadership MirageIt creates a false sense of alignment while team members continue to operate with unclear expectations. Real school culture is built through systems, clarity, and ownership—not agreement alone.Standards Build Clarity—Ownership Creates StabilityYour team doesn't need the same words. They need the same follow-through. When team roles are clearly defined and reinforced, it reduces micromanaging and school burnout.Guardrails Make Standards StickSystems like recommitment rhythms, role clarity, and consistent follow-up help move your team from second-guessing and scrambling to anchored, confident leadership.Overfunctioning Leaders Block OwnershipWhen school directors or owners jump in to “just fix it,” it reinforces a culture of dependency and disempowers the team. Guardrails allow you to stop doing it all—and let your staff rise.The Guardrails Framework: Try This InsteadTired of repeating the same school standard over and over? Use this 3-part framework to reinforce shared ownership and sustainable systems:1. Define Follow-Through → What does success look like for each role? → Be specific, especially when addressing low accountability or inconsistent team members.2. Install a Recommitment Rhythm → Use weekly check-ins, midpoint reviews, or 1:1s to revisit standards regularly. → Don't build new rules—recommit to existing ones with intention.3. Clarify Ownership → Who is responsible for what? → Sustainable school operations require role clarity and systems that reduce friction.Memorable Quotes “You don't need matching words. You need matching follow-through.” “Culture isn't built by agreement. It's built by what we hold—together.” “If the standard is that children go home clean, your schedule must support that.”Why This Matters for School LeadersReduces the pressure of overfunctioning and the mental load of repeating standardsShifts team dynamics from passive compliance to real accountabilityHelps overwhelmed school directors install systems that actually stickStrengthens school retention and team trust by building predictable rhythmsProtects your school culture from burnout, resentment, and low follow-throughResources & Next Steps...

In this episode, I sit down with Jessica Lane, founder of Data-Informed Impact, to unpack the critical role of data in K-12 education—and how to use it responsibly, effectively, and equitably. Jessica shares her expertise on building a strong data culture in schools, improving data literacy, and creating clear, ethical data visualizations that empower—not overwhelm—educators and leaders.We explore the often-overlooked human side of data: how to build trust around data use, avoid duplicative processes that drain educators' time, and leverage data to evaluate systems. Jessica also offers insights into how different stakeholders—teachers, administrators, district leaders—use data from both micro and macro lenses, and how EdTech plays a role in the broader data landscape.Whether you're a classroom teacher, building leader, or part of a district team, this conversation will help you think critically about using data as a tool for improvement—not just compliance.Key Topics Covered:✔️ Building a positive and ethical data culture in schools✔️ Improving data literacy for educators and leaders✔️ How to design accessible, meaningful data visualizations✔️ Strategies to streamline administrative processes and reduce redundancy✔️ Student data use and privacy✔️ Understanding the micro vs. macro data needs across K-12 stakeholdersAbout Our Guest:As the founder of Data-Informed Impact, Jessica Lane is known for turning webs of data into easy-to-leverage visual dashboards, systems, and training for K-12 schools – fully equipping leaders and teachers to close the student success gap together. Having created custom solutions for 160 schools across the United States and Canada since 2020, she's an educational data expert. With 10+ years of experience from all angles of the classroom, Jessica's a former data coach, instructional coach, certified math teacher, and holds a Master of Education in learning and technology. Proudly data-informed and people-driven, she believes that data can tell great student success stories, if we let it guide, not decide, how to lead education forward.Jessica currently lives in Cincinnati, Ohio, where she can often be found excitedly exploring spreadsheets, brain studies, Brené Brown books, and puzzles. And when she's not partnering with schools, she's caring for her darling daughter, Emmy, or one of her 50 houseplants.You can connect with Jessican on her website at: https://www.data-informedimpact.com/Learn about her Data Culture Framework here: https://www.data-informedimpact.com/3-domains-of-diiLearn about her Re-Teaching Cycle Template and other Templates here: https://www.data-informedimpact.com/templatesConnect with Jessica on LinkedIn here: https://www.linkedin.com/in/informedimpact/ 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

Are you caught in the endless cycle of deadlines, to-do lists, and meetings?   If you're like most school leaders, you probably measure your success by how many tasks you complete and deadlines you meet. But here's the truth: that approach is keeping you stuck in a loop of doing without ever feeling truly accomplished.   As we enter a new school year, I'm inviting leaders to shift from purely deadline-driven planning to outcome-based vision that considers not just what needs to be done, but who we need to be while doing it.    Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/395

The topic for the sixth episode in this series is 5 Ways to Build a Coaching Culture. This episode focuses on the third phase of Thrive Model for Sustainable Instructional Coaching: Community. To make sure you're getting all phases of the Thrive Model, please listen to the previous episodes. This series is designed to be an annual refresh of your coaching practice - even if you've heard some of the episodes before, every time you listen, when you reflect back on your growth over the last academic year, you'll be able to take something new away to apply in your practice in the next academic year.  Download our free companion guide & workbook that aligns with this series at edurolearning.com/refresh 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)

Today, I'm joined by Melissa Kennedy - a passionate educator, leader, and storyteller. Melissa is Head of English at her school, a sessional university lecturer, and a presenter who brings depth and clarity to conversations about teaching, leadership, and curriculum. She's also an accomplished author and was recently recognised as an ACEL New Voice in School Leadership for 2024. Her work lives at the intersection of language, leadership, and learning. Whether she's guiding students through rich texts or mentoring colleagues, Melissa is all about empowering others to think critically, communicate clearly, and lead with purpose. This is a thoughtful and inspiring conversation. 

In this episode, we're joined by literacy expert Dr. Molly Ness, author of Making Words Stick, to unpack the science behind orthographic mapping and what truly effective spelling instruction looks like. If you've ever found yourself wondering whether “irregular” words really exist—or how to teach spelling in a way that actually transfers to reading and writing—this episode is for you.Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia, and spent 16 years as an associate professor at Fordham University in New York City. The author of five books, Molly served on the Board of Directors for the International Literacy Association and is a New York state chapter founder of the Reading League. Dr. Ness has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction. She is also the host of the End Book Deserts podcast. In 2024, she founded Dirigo Literacy, a literacy consulting firm supporting schools, districts, and states align with and implement the science of reading.

School leaders constantly face situations where they need to expand their skills, build new systems, or navigate challenging conversations. The natural response is often to look outside ourselves for answers, seeking the exact steps someone else took to achieve success. But this external search for solutions can actually limit our growth and keep us from tapping into the wisdom and expertise we already possess.   In this episode, I explore why we ask "how" questions and what they reveal about our beliefs in our own capabilities. I share three powerful options for handling those moments when your brain offers up questions like "How do I build culture?" or "How do I manage my time?" And you'll learn an approach that will transform the way you view your own expertise.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/394

Ever feel like your school is trying all the “right” strategies—social skills groups, planners, behavior charts—but students still struggle with time management, motivation, and peer relationships?You're not alone—and there's a reason why.This episode is a clip from my free training, “Create a Research-Based Implementation Plan for your School Team.”It's designed for school leaders who want to guide their teams in embedding executive functioning support across both general and special education settings—without burning out staff.This episode is for you if you're ready to: ✔️ Help students truly benefit from academic instruction ✔️ Support social-emotional growth alongside learning ✔️ Avoid overwhelming your team with another “initiative”In the training, I'll reveal:✅Why social skills groups fall flat—and how to really boost students' emotional regulation and peer connections.✅The truth about planners, lists, and behavior charts—and why they're not improving student's time management or motivation.✅The 3 key elements school teams need to support executive functioning across gen ed and special ed—without burning out your staff (in this episode, I share element #1).This episode is the first half of the training in audio format, but to view the whole training with the video, you can go to drkarendudekbrannan.com/efteams. 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 Alysia-Lara about how loss and healing led her to a life of listening, leading, and lifting up student voices. She shares how education became a path to purpose. A powerful student question, “What language do you dream in?”—guides this conversation about identity and belonging.  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 University Jon Eckert LinkedIn Baylor MA in School Leadership   Jon Eckert: Alysia, welcome to the Just Schools podcast. I want to jump right in with a question for you that I think is an interesting one for all educators, but I think particularly for you. But many of us in education have known we wanted to be in education since we were kids. What drew you specifically into education? Alysia-Lara: So my story is quite layered. But I'd start by saying, so as a child, my identical sister and I, we just loved playing schools. We both knew we wanted to be teachers. We would ask our dad to take on different roles as different students and we loved that. But she tragically passed away when we were six years old and something inside me just shattered and the loss was indescribable for me. And so, due to the trauma, I stopped speaking for about four years plus after that. And when I reflect on that, I think my silence became a form of survival. I was just trying to survive at that point. And I think, subconsciously, I rejected that dream that we shared for being teachers because it was just too painful. So when it came time to choose a career, I went for medicine. I was one of those irritating A-star students so my dad encouraged me on that path. He knew how much I love children and thought I could lead in medical school in that capacity. However, I only lasted three months. The reality hit so quickly that I wasn't made for hospitals, blood, or sick people. So it wasn't the best space. But I had a conversation with my parents about that and I remember telling them I still wanted to work with children. So my mum arranged me to go back to my old primary school. And honestly, that was it. I felt God's call clearly for the first time in so many years. It was a really reminder for me of what He had placed in my heart from such a young age and education actually became part of my healing. But also, a way to honor my sister's memory. Jon Eckert: That's such an amazing story. And the first time I heard that, it was so moving for what you had been through, the tragic loss and the trauma that you experienced that you don't wish on any kid. And yet, this path that you found to education, which led you to the work that you do today, which I'd love for you to talk a little bit about what motivates your work that you do today specifically in education. Alysia-Lara: So today, I think what really motivates me is that radical potential of encounter. And by that, I mean by even the simple act of listening deeply to a student's story or a parent's fears or a colleague's hopes, that helps me to create spaces for transformation. And I think within education and within my role that I have, I'm able to do that and I'm really energized by what becomes possible when we bring children and young people into dialogue. And that's across different cultures and backgrounds and, also, involving other generations as well. So for me, in my role now, education is really a space where meaning and purpose is searched for. It's not imposed upon students. I remember loving my school. But I also remember not seeing people who looked like me in the stories or in the curriculum that I was taught and that really had a deep sense of impact on my identity. I didn't feel like I truly belonged even though I enjoyed my school. So it was more about me assimilating rather than feeling included and I just wanted to really change that for other students. I remember what it's like not to have a voice but have words that I wanted to say and I want to make sure that I create spaces where I can lift up the voices of others. Particularly if they're from marginalized backgrounds. And I was reflecting recently that, for me, education is a Christian mission of hospitality. It's creating those spaces, honoring the stories, welcoming those on the margins. So it's really deeply relational and sacred work, that's how I view what I do. And so, we're offering welcome to others, creating opportunities. But also, having the humility to be changed positively by those who we welcome and that's very much about what I do today. Jon Eckert: Well, I love the generous hospitality you described because I really think as Christians, we should be the most hospitable people in the world as we welcome people in. And through the work that you're doing in the United Kingdom with schools giving students a voice, I think it's especially powerful because you, for over four years, did not have a voice. And so, I think it's helped you listen in different ways that a lot of us have missed because people like me are too busy talking instead of listening. And so, this next question really builds off that. What do you think students most need from educators as you listen to educators, students especially, and then speak to educators all over the world, in fact? But what do you think they most need from us? Alysia-Lara: Sure. I think it's a really great question. I mean, I'm very blessed to be able to speak to children from three-year-olds to 18-year-olds within my work. And what is so clear is that they just need us to be present. And that's not just physically, but emotionally, spiritually, and intellectually for them as well. And to kind of create spaces where these spaces say that you matter, you belong. You're not here to be fixed but you are here to be known, to know who they are. And this can be obviously across curriculum but it also can be beyond that. And just enabling children to be able to ask big questions, to tell their truths and kind of wrestle with the complexity that we have today. I also think that what the students really need is not to be reduced to outcomes. So they're more than their achievements, it's that whole child that's in front of us and knowing that there is such a delight in the mystery of learning and becoming within education. So that's I think what I'd say for that question. Actually, there's one more thing, and this came from a child that I'm thinking of, to really cherish the uniqueness of each and every student and that came from a 12-year-old which I thought was really beautiful. Jon Eckert: That is beautiful. And you're remarkable at listening to kids and hearing that kind of common grace that comes through that, because that's how God sees us. And as His followers, that's how we should be seeing others because we're... Each is very different than some or all. It's that individual that we are created in His image and how do we see that and hear that and make sure they know that. And so, you had a conversation with a student that I love that you had shared with me at the conference where we met for the first time. You speak several languages and you had a student ask you a really good question about how you dream when you speak different languages. What language do you dream in? And so, could you share that interaction and what you told him? Alysia-Lara: Of course. I mean, I think the best questions come from children just before they're about to go to break time or what you would call reset. And then, they ask the question and they run outside. They're like, "What do I do with this?" Although this is about 15 years ago now, this question stays with me. And the young student who was aged seven asked, "Ms. Sirinda, if you speak two languages the same or equally, what language do you dream in?" That was such an incredible question because when I had time to think about it, I realized it wasn't just about language. This was about belonging. This was about identity, memory, home. And it reminded me that we're all layered in that our dreams, like our hopes, are often held in the languages and experiences that have shaped us. So for me, that question really opened up a space of dialogue about culture. And actually, this young child, at seven years old, offered me hospitality in the form of a question and I've never forgotten that. So at the time, I did tell him that I needed just a minute to think about that. But I said that it depends on who was in the dream. For example, if it was my grandma, it would be in Portuguese because that's the language she spoke to me in. But maybe English with other people. But I think that question will always stay with me. Jon Eckert: Mm-hmm. And such a beautiful answer because in that, following up on the last question, what do students most need from us? They need hope. They need a sense of agency. They need a sense that they can become more of who they were created to be. And so, just the way you talked about dreaming, that's what we want for each kid, that they dream that they can become more of who they were created to be. But this next question is, you've worked in many countries, what do you think every parent and educator should know about students? So we asked you earlier, "What do they need?" But what do you think we should know? You have an audience of mostly adults listening to this, so what should we know about students from your perspective? Alysia-Lara: Yeah. I would say I'm... Whether it's England or West Africa or South America where I've been in senior leadership in education, what is really important is just to really know about their uniqueness, like I sort of alluded to. That every child carries a stories, they carry ancestry, some carry unspoken pain, but all have amazing potential. And these are shaped by lots of different things such as their faith, their community, the cultures they come from, what they really yearn to learn, and what they're searching for with regards to meaning. But I think what is coming out most recently within my work is needing to acknowledge that the shift in how students are engaging today. So we know that social media and AI and are now deeply woven into how students see themselves and how they relate to others. Now, these spaces, they can sometimes offer connection and creativity and things like knowledge. But they also bring that pressure, that distortion, and sometimes can be harmful. So I think the educators and parents, it's really important to know that we can walk alongside them. They need us to walk alongside them in their journey. And we're in that space, not in a controlling way, but just to be there for them. And just reminded that for students, they're not determined by algorithms or likes that social media is kind of dictating, but who they are in Christ and help them to grow into that fullness of who they were created to be. Jon Eckert: Yeah. That's beautiful. And I think your point earlier about being present, that they need us to be present. We need to make sure that our devices, life around us is not distracting us from that embodied soul. That's the only immortal thing we're going to come across in a day. It's that individual. It's that relationship. And that's a really good reminder. And I feel like you have such a unique take on this because of your love for education with your twin sister and then the loss of your sister at six and then that long space of silence where you're surviving. I feel like there is something that came out of that trauma that is this beautiful understanding of that and I think you see and hear people differently because of that. And so, when you think about that experience. And then, when you think about the best and worst advice you've ever given or received, how would you... I'm really curious to hear what you would say about this because I feel like you should have some really interesting insights into advice that was given to you as you went through... You've gone through really hard things or advice that you've given that's been helpful or advice that you've received that hasn't been helpful or what you've received that's been life-giving to you. So can you share either one? You can go whatever order you want. Most life-giving, most helpful advice, or least helpful advice. Take it away. Alysia-Lara: I'll start with the worst one and then I'll go to the best one. I think the worst advice I have ever been given was just to do my best to fit in. That made me shrink even smaller. It made me hide who I truly was. Real freedom came when I embraced my story and realized that belonging doesn't mean I have to blend in. Okay. I wasn't speaking, I wasn't articulating as other people were, but take a moment to look at my writing or the way I played my musical instruments. It's a whole different thing. So I think that's probably the worst advice I was given. And the best advice, I think, I was given... I'm going to kind of turn this on its head a little bit, if that's okay. I'm going to say as the best question I've been asked is, "What makes my heart sing?" And that's what my grandma used to ask me every day, particularly after my sister passed, waiting for a day where I actually verbally respond to that. And I wouldn't always, I might hug her so... But I still today take time to think, "What makes my heart sing? What has given me joy today? What has given me life today?" And yeah, so within that, I think I've kind of turned that a little bit on its head, but just knowing that there's still joy no matter what we're going through. Jon Eckert: Yeah. I love that. I have a friend who talks about, "What stirs your affections every day? And I love that, that, "What makes your heart sing?" And that's what we want our kids to be able to articulate and identify. And so, we can't give what we don't have. And so, it's really good to be aware of that. So given that, the best and worst advice, which... Very good. And I like advice in the form of a question. I think anything that can make us think is helpful. But what do you think the biggest challenge facing students today is? Alysia-Lara: I think one of the biggest challenges that children trying to navigate are really complex, noisy, divided world where there's lots of political debates. There's turbulence for them as well with regards to, like I said, social media, AI, and how they see themselves which is causing lots of confusion to conform. External influence is saying who they should be. But actually, it's not about that. It's who they are in Christ. So they're often found that they're competing with different external voices and that's really hard for them. So it's about them knowing who they are in Christ. I think that's one of the biggest challenges. But also, having an unpredictable future. I think that's quite hard for them to navigate. But then, often, when I speak to children, it's still hearing those young voices who still lean into hope, even though they know there are certain challenges. But they know that actually they can make a difference, even in the spaces that they're in. Jon Eckert: No, that's good which leads nicely into the last question. What makes you most hopeful about our students? Alysia-Lara: I think their openness. Their openness and resilience is just so inspiring. Their willingness to question, to listen, and to connect across differences is so powerful. I think there's a lot that adults can learn from our students and they are really eager to build this sort of just and compassionate world. They show kindness and creativity and they truly inspire all aspects of my work. Jon Eckert: Yeah. Well, it's a great place to wrap up but so grateful for the work that you do and the story that you have to share. But more importantly, the stories you elicit from kids. Because I think that's one of the things, great leaders can tell a good story. But the best leaders elicit those stories from others and then make that part of the culture of the organizations they lead, so really grateful for that. So thank you for your time and for joining us today. Alysia-Lara: Thank you so much.  

The chaos dial in your mind is turned all the way up. Your nervous system is hijacked by the latest crisis, your thoughts are racing through solutions that feel impossible, and your body is vibrating with an intensity that no amount of positive thinking can override.    This is the reality of school leadership - where the challenges pile up faster than the successes register, and where your mind's ability to coach itself through the overwhelm sometimes falls short.    In this special episode, I'm offering something completely different from my usual teaching and strategies. This is an empowerment meditation - a tool I've been using since 2022 when my own identity began to crumble in what I call an "identity quake.” This meditation is designed for those moments when your emotional reaction is more powerful than your ability to redirect your thoughts.

We know school administrators play a crucial role in driving long-term math improvement—but what happens when you're a coach or teacher leader trying to create change without formal authority?In this episode, we dive into the practical side of leading from the middle. If you're trying to build a team, clarify roles, and move math goals forward—this conversation is for you. You'll hear actionable ideas for engaging principals in the work, building shared ownership, and creating momentum even when it feels like the responsibility falls on your shoulders.Because here's the truth: sustainable change doesn't happen alone—and if you're waiting for someone else to set up the team, it might never happen.Key Takeaways:How to lead from the middle and engage administrators without formal authorityWhy shared ownership is critical for sustainable school-level changePractical strategies to build teams, clarify roles, and establish shared responsibilityWhat coaches can do today to influence leadership alignment around math goalsReal talk about what happens when you wait for someone else to lead the workNot 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!Create engagement while fuelling students sense making by using Make Math Moments ready-made lessons and units. Access our vast catalogue of lessons for elementary through high school math classes.Check the catalogue here --> https://makemathmoments.com/tasks/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.

  Mitch Weathers on Breaking the Bottleneck Leadership Trap The Ruckus Report Quick take: Most principals think they're the chief problem solver—but that mindset is actually what's breaking their schools. When you're the go-to for every fire, you're not leading, you're enabling dependence. Meet Your Fellow Ruckus Maker Mitch became a gifted teacher because he was a mediocre student. Mitch rarely felt comfortable in the classroom. In fact, it took him 7 years to graduate from college. Choosing to become a teacher, Mitch was fortunate enough to experience school as if it was happening all around him. He was unsure how to jump into his learning with confidence. There is a loneliness to experiencing your education as a passive object as opposed to an active subject. From the moment he entered the classroom, Mitch relied on his personal experiences as a learner. He recognized that what we teach—the content or curriculum—is secondary. We must first lay the foundation for learning before we can get to teaching. Mitch designed Organized Binder to empower teachers with a simple but research-backed strategy to teach students executive functioning skills while protecting the time needed for content instruction. The secret is found in establishing a predictable learning routine that serves to foster safer learning spaces. When students get practice with executive functions by virtue, we set them up for success. Learn more in his recent book Executive Functions for Every Classroom: Breaking Down the Old Rules

In this eye-opening episode, I sit down with Dr. A. Jordan Wright, psychologist who brings both professional insight and lived experience to the conversation—having been diagnosed with ADHD in college. Together, we explore the often-overlooked stories of kids who manage to compensate for ADHD symptoms well into adolescence or adulthood, only to receive a diagnosis later in life.We also dive into why early educational settings are crucial for embedding executive functioning supports and how these skills can be proactively taught rather than reactively addressed. Our guest offers a compelling argument for why executive functioning should be considered the new social-emotional learning—essential, foundational, and deeply tied to lifelong success.We also spend a good portion of the episode discussing best practices for assessing executive functioning in a way that is robust and sensitive to diverse learning needs—moving to deeper understanding.Topics Covered:✅ Being diagnosed with ADHD in college and why high-performing kids with ADHD are often missed✅ The case for embedding executive functioning support into early education✅ Executive functioning as the new SEL: What educators need to know✅ Best practices for executive functioning assessment, including surveys, non-standardized methods, and optimal functioning measures. Dr. A. Jordan Wright is the Chief Clinical Officer at Parallel Learning and leading clinical psychologist who specializes in psychological assessment (including learning disabilities and ADHD) and therapy. Dr. Jordan received his Ph.D. from Columbia University. He is on faculty at New York University, where he leads the Clinical/Counseling Psychology PhD program, training doctoral students in psychological assessment and counseling, and he founded and runs the Center for Counseling and Community Wellbeing, the low-fee community mental health training clinic at NYU.Dr. Jordan has authored multiple widely-used books on psychological assessment, including Conducting Psychological Assessment: A Guide for Practitioners (2nd ed.; Wiley, 2020); Essentials of Psychological Tele-Assessment (with Susie Raiford; Wiley, 2021); Essentials of Psychological Assessment Supervision (Wiley, 2019); and, with Gary Groth-Marnat, the sixth edition of the Handbook of Psychological Assessment (Wiley, 2016), the most widely used text in graduate training on assessment. His most recent book is Essentials of Culture in Psychological Assessment (Wiley, 2024), which focuses on areas of diversity, culture, privilege, and oppression in how we evaluate and understand individuals.You can learn more about Parallel Learning's comprehensive services for providers on their website here: https://www.parallellearning.com/You can find Dr. Jordan's free White Papers from Parallel Learning on executive functioning assessment, self-care for clinicians, telehealth best practices, plus much more here: https://www.parallellearning.com/white-papersIf you're a clinician looking for new career opportunities, you can take a look at Parallel Learning's “Careers” page here: https://www.parallellearning.com/careersIn this episode, I mentioned “The School Leader's Guide to Executive Functioning Support”, a 7-day course to help school leaders launch their executive functioning implementation plan. You can learn more about the course here : https://drkarenspeech.lpages.co/school-leaders-guide-to-executive-functioning-support/ 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

We know principals are busy—constantly managing urgent issues and putting out fires. But we also know this: school-level change is the most powerful lever we have for improving student learning in math. So the real question is: are we setting school leaders up for success?In this episode, we help you reflect on your current systems and support structures using a simple leadership audit:How are we positioning principals to take ownership of instructional leadership in math?Are they aligned to the school's math goals?What's getting in the way—and how can we fix it?You'll hear about common barriers schools face and gain actionable ideas from our work across North America to overcome them. If we want meaningful math improvement, engaging principals is not optional—it's essential.Key Takeaways:Why principals are essential for leading instructional change in mathHow to identify and remove barriers that limit their involvementWhat it looks like when district and school leadership are aligned on math goalsQuestions to help you audit your current leadership structuresStrategies to build principal ownership and capacity in math instructionNot 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!Create engagement while fuelling students sense making by using Make Math Moments ready-made lessons and units. Access our vast catalogue of lessons for elementary through high school math classes.Check the catalogue here --> https://makemathmoments.com/tasks/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.

We know principals are busy—constantly managing urgent issues and putting out fires. But we also know this: school-level change is the most powerful lever we have for improving student learning in math. So the real question is: are we setting school leaders up for math success?In this episode, we help schools and districts reflect on their current systems and support structures using a simple leadership audit:How are we positioning principals to take ownership of instructional leadership in math?Are they aligned to the school's math goals?What's getting in the way—and how can we fix it?You'll hear about common barriers schools face and gain actionable ideas from our work in math across North America to overcome them. If we want meaningful math improvement, engaging principals is not optional—it's essential.Key Takeaways:Why principals are essential for leading instructional change in mathHow to identify and remove barriers that limit principal involvementWhat it looks like when district and school leadership are aligned on math goalsQuestions to help you audit your current leadership structures for mathStrategies to build principal ownership and capacity in math instructionNot 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.