Podcasts about senior high school

Continuing where 'A Day That Changed My Life' left off which had discussed my Elementary and Junior High experiences, this concludes with stories about my Senior High School days. From my social life picking up when I joined the Music and Drama Departments, to my first car and the problems that developed from my too frequent skipping of school, these four years began to form who I ultimately became and taught me important life lessons. I hope you enjoy this episode! If you wish to support this show at no cost to you.....VOTE in the Podcast Awards ! To vote for An Older Gay Guy Show in this year's Podcast Awards, please follow these instructions. 1.  Go to PodcastAwards.com 2.  Click the Blue Box that says: Sign Up to Vote Now. 3.  Register your email (they delete it once the awards are done). 4.  It will then take you to the Nomination Page. 5.  Using the drop-down menu, select An Older Gay Guy Show in the both the People's Choice category (it is the first one) and then importantly, scroll down to the LGBTQ category and vote for the show in that category. Should you only want to vote in one category, please make it the LGBTQ category.  6.  So, So IMPORTANT, after your vote, SAVE IT at the BOTTOM of the page. If you did it correctly, if you refresh the page, those 2 categories are gone! 7.  You can also vote in the other categories should you desire.  THANK YOU FOR YOUR VOTE !!

Some private schools are set to be included in Ghana's Free SHS Policy. Listen us as we explore the implications of this development—examining whether private schools should be part of the government's free Senior High School initiative, and weighing the potential benefits and challenges. What impact could this have on access to quality education, government funding, and the future of both private and public schools in Ghana?

Head Coach Anton Graham, Southwest Miami Senior High School joins Blu to talk about what he wants for this program as he steps into the role of Head Coach!

NEWS: Estrada eyes removal of senior high school | June 6, 2025Visit our website at https://www.manilatimes.netFollow us:Facebook - https://tmt.ph/facebookInstagram - https://tmt.ph/instagramTwitter - https://tmt.ph/twitterDailyMotion - https://tmt.ph/dailymotionSubscribe to our Digital Edition - https://tmt.ph/digitalSign up to our newsletters: https://tmt.ph/newslettersCheck out our Podcasts:Spotify - https://tmt.ph/spotifyApple Podcasts - https://tmt.ph/applepodcastsAmazon Music - https://tmt.ph/amazonmusicDeezer: https://tmt.ph/deezerStitcher: https://tmt.ph/stitcherTune In: https://tmt.ph/tunein#TheManilaTimes Hosted on Acast. See acast.com/privacy for more information.

16 year old Allegedly Sh00ts A Female Student At Adventist Senior High School.

Update!!! Female Student Sh0t At Adventist Senior High School Goes Blind.

Prince Hisahito, the son and third child of Japan's Crown Prince Akishino and Crown Princess Kiko, attended the graduation ceremony of the University of Tsukuba's Senior High School at Otsuka in Tokyo on Tuesday morning.

Courtesy of the Regional Office of Education #33 and MTC Communications.

Today, Seton Junior and Senior High School in Manassas, Virginia, celebrates its 50th anniversary. Join us as we continue our discussion with Bob Pennefather and discover how this 7-12 grade school keeps Christ at the center & the Newman Guide as its second apostle.

Join us as we sit down with Bob Pennefather, director of Seton Junior/Senior High School, to discuss Seton's remarkable journey as one of the first 7-12 schools to become Newman Guide Recommended. Founded by Mrs. Anne Carroll in 1975, the year of Mother Elizabeth Ann Seton's canonization, Seton School is a private, co-educational school. Discover how Seton has made the Catholic faith a priority and how the Newman Guide Recommended process deepened their commitment to authentically Catholic education.

With students about to sit in test rooms for the all-important national college entrance examination, or gaokao, on Friday, parents and teachers have been racking their brains to give them emotional support.随着学生们将在6月7日坐在考场上参加极其重要的全国高考，家长和老师们正绞尽脑汁给他们情感上的支持。Zongzi, a festive food for Monday's Dragon Boat Festival, has emerged as a star on the list of good-wish items.粽子，6月10日端午节的节日食品，已经成为祝福物品清单上的明星。This year's gaokao starts on Friday and will take two to four days depending on the location. The scores will largely determine candidates' destinies in higher education — whether they can go to college, and what level of college they will be eligible for.今年的高考从6月7日开始，不同地区需要两到四天时间不等。分数将在很大程度上决定考生在高等教育中的命运——他们是否能上大学，以及他们能够上什么样的大学。As the flipping of pages of study materials comes to an end, teachers and parents have shifted their attention to easing candidates' nerves and wishing them good luck. Many have chosen to do so by using something that can be interpreted as having auspicious meanings.随着高考复习接近尾声，老师和家长们已经将注意力转移到缓解考生的紧张情绪上，并祝他们好运。许多人选择使用一些可以被解释为具有吉祥含义的东西来期盼好运的到来。Primarily made with glutinous rice and often wrapped in bamboo leaves, triangular zongzi are a festive food for the Dragon Boat Festival.三角形粽子主要由糯米制成，通常用竹叶包裹，是端午节的节日食品。Because the start of the exam and the festival are close together this year, the festive food has been turned into an edible talisman for good grades.因为今年考试的开始和节日离得很近，节日食物已经变成了取得好成绩的可食用护身符。In Wuhan, Hubei province, students at Wuhan No 23 Senior High School who are about to take the test went into the canteen on Tuesday by entering through a door decorated with strings of zongzi, as school leaders waited to give them a pep talk. Many students also leaped to hit the food with their heads, Wuhan-based Jimu News reported.在湖北省武汉市，武汉市第二十三中学即将参加考试的学生6月4日从一个装饰着粽子的门进入食堂，学校领导等着给他们打气。据武汉极目新闻报道，许多学生还跳起用头撞食物。The little ritual represents the Chinese word gaozhong, or "achieving high grades", as students jump "high", while zongzi serves as a pun for zhong, or "right on target".这个小小的仪式代表着中文词汇“高中”，即学生跳得“高”，而粽子则是钟的双关语，即“正中目标”。"Through such creative activities, we hope to enhance their confidence so that they can have a more positive mindset for the exams," an unnamed school official told Jimu News.一位不愿透露姓名的学校官员告诉极目新闻:“我们希望通过这样的创意活动来增强他们的信心，让他们对考试有一个更积极的心态。”Zongzi merchants have also taken advantage of the pun to boost their sales. They have rolled out special packaging that wishes test-takers good luck, along with handwritten gift cards, with hundreds of products sold on the Tmall e-commerce platform.粽子商家也利用这个双关语来提高销量。他们推出了祝愿考生好运的特殊包装，以及手写的礼品卡，在天猫电子商务平台上销售了数百种产品。In addition to online promotions, at one supermarket in Fuzhou, Fujian province, a zongzi gift package even included a picture depicting someone ranking first in a top-level exam.除了网上促销，在福建省福州市的一家超市，粽子礼包甚至包括一张图片，图片上的人在重要考试中名列第一。talisman护身符pep talk鼓舞士气的讲话

NEWS: Grandfather, 70, completes senior high school education | May 13, 2024 Hosted on Acast. See acast.com/privacy for more information.

Senior High School students who are 18 and above have threatened to go back to school if EC officials fail to register them on time

In this AD Insider | Thursday 30 episode, presented by HomeTown Ticketing, we sat down with Bo Orlando, a former professional football player for 10 years who has taken over the Athletic Department at Berwick Area Senior High School in Berwick, Pennsylvania.Topics covered in this episode include: Using discipline to build pride, how to maximize middle school sport impact, and what to ask an all-knowing athletic director.Support the show

Allegations of unauthorized fee charges lead to a battle of defense by GES interdicted heads. The Conference of Heads of Assisted Secondary Schools highlights widespread fear and panic among school heads nationwide.

The neighbors of I-375 are critical stakeholders in the project to remove the highway. The “Reckoning 375” limited series continues with a conversation on how the neighborhoods and businesses in the area may be affected by these plans. Writer Ken Coleman explores the possibility of doing something reparative for Black Detroiters in the area where I-375 now sits. Damien Perry, a principal at Martin Luther King Jr. Senior High School, and Jennifer Pascha, manager of the Bailey Park Neighborhood Development Corporation, speak with Stephen about the impact on their neighborhoods and what they hope will manifest from the project. Charity Dean, CEO and president of the Metro Detroit Black Business Alliance, explores how the commercial portion of the project will be negotiated.

Quincey Simpson is a Lima Senior Spartan through and through. His journey through high school and college, then ultimately into coaching has been an unconventional one. unconventional also accurately describes his passion for the leadership role that he plays as the head basketball coach at his alma mater. The lifelong journey that took him to seemingly every corner of the basketball world, has landed him at the exact place where he is supposed to be. Leading the basketball program at Lima Senior is not just Quincey's job. He believes that it his calling. Please enjoy my conversation about Basketball and Life with Coach Quincey Simpson of Lima Senior High School. --- Support this podcast: https://podcasters.spotify.com/pod/show/jon-cook0/support

EDITORIAL: Unhappy with senior high school program | Sept. 12, 2023Subscribe to The Manila Times Channel - https://tmt.ph/YTSubscribe Visit our website at https://www.manilatimes.net Follow us: Facebook - https://tmt.ph/facebook Instagram - https://tmt.ph/instagram Twitter - https://tmt.ph/twitter DailyMotion - https://tmt.ph/dailymotion Subscribe to our Digital Edition - https://tmt.ph/digital Check out our Podcasts: Spotify - https://tmt.ph/spotify Apple Podcasts - https://tmt.ph/applepodcasts Amazon Music - https://tmt.ph/amazonmusic Deezer: https://tmt.ph/deezer Stitcher: https://tmt.ph/stitcherTune In: https://tmt.ph/tunein #TheManilaTimes#VoiceOfTheTimes Hosted on Acast. See acast.com/privacy for more information.

An Auckland secondary principal's coming to the defence of using artificial intelligence in schoolwork. But parents are split almost 50-50 on whether it's a good idea, according to a Norton cybersecurity survey. Albany Senior High School Principal Claire Amos told Mike Hosking instead of restricting it, we should instead educate kids on how AI works. She says AI is already woven into Microsoft and Google platforms and most online tools that are used in the classroom. LISTEN ABOVE  See omnystudio.com/listener for privacy information.

An Auckland secondary principal's coming to the defence of using artificial intelligence in schoolwork. But parents are split almost 50-50 on whether it's a good idea, according to a Norton cybersecurity survey. Albany Senior High School Principal Claire Amos told Mike Hosking instead of restricting it, we should instead educate kids on how AI works. She says AI is already woven into Microsoft and Google platforms and most online tools that are used in the classroom. LISTEN ABOVE  See omnystudio.com/listener for privacy information.

Addison Gronley is just getting ready to start her sophomore year of high school and second year of FFA, and there are possibly some big changes coming her way.  I interviewed Addison right after she had attended the Idaho State FFA Convention.  Even before the convention she was very fired up about showing and judging livestock with some big goals on the horizon, namely proficiency awards. The long drive back to Northern Idaho from the State Convention in the complete opposite end of the state did not reduce Addison's passion for the FFA.  She told me that she was strongly considering becoming a home school student in the 10th Grade so that she could show sheep even more and develop her skills even further.  A classic line from a very focused FFA student, "school gets in the way of shows". I am fortunate to be able to interview a lot of National Proficiency and American Star winners on this show, and a frequent theme is setting the goal of achieving at that level early.  Addison has definitely done this, and she is doing whatever she can to remove any obstacles that might stand in her way.  

Jennifer Brooks began her career in 1996 as a band and choir director for Banks (Oregon) Junior and Senior High School before moving to the David Douglas School District in Portland, Oregon, in 1998, where she currently works as the director of all music in the K-12 schools. Today, we get to talk to Jennifer about winning this year's NFHS Music Citation Award, her career as an educator, and what she's learned from holding numerous leadership roles with the NFHS, the Oregon Band Directors Association, and the Oregon Music Educators Association. This series aims to shine light on all three of the 2023 Performing Arts NFHS Citation Award Recipients. Topics for this discussion include: The one thing Jennifer is most proud ofAnalysis on her time serving on the NFHS Music Committee as a member and later as the ChairWhy she has felt called to educate the next generation on the importance of music in the worldAdvice for young women in the performing arts education spaceSubscribe and leave a rating! Follow us on Twitter, Facebook, Instagram, and LinkedIn! https://www.nfhs.org/ Know someone who would be a great guest? Email: kburke@nfhs.org

Join LaTangela as she chats with the leadership team of McKinley Senior High on the #TanLine Principal - Robert Webb, Jr. Asst. Principal - Malissa Drake Asst. Principal - Earmer Jackson Instructional Specialist - April Dennis Instructional Specialist - Christine Henry Open enrollment is in full effect, amazing programs are available and the team is excited to have your students as a member of The Panther Family. 225-344-7696 STUDENT APPLICATION TEACHER JOB FAIR - SATURDAY, JUNE 24TH 9A.M.-12P.M. 800 E. MCKINLEY STREET BATON ROUGE, LA. NEW MUSIC ALERT NEVER KNEW - LaTangela Fay NEW BOOK ALERT P.O.O.F. (Power Over Obstacles Forever) - LaTangela Fay Sherman ************************************************************************************ THE LATANGELA SHOW www.LaTangela.com RADIO -  WEMX- Baton Rouge, La. Mon-Fri 10a.m.-3p.m.CST TV - WLFT - Baton Rouge, La. KGLA  - New Orleans, La. The Louisiana Film Channel YouTube - #LaTangelaFay Podcast - ALL digital platforms See omnystudio.com/listener for privacy information.

The UK premier of 'School Girls, Or The African Mean Girls Play' by Jocelyn Bioh, started on 8 June and runs until 15 July at The Lyric Hammersmith in London.It's set in Aburi Girls' Senior High School in Ghana's Eastern Region.And if like cast member Jadesola Odunjo and playwright Jocelyn, you went to a boarding school, this play may bring back some memories.We speak to Jadesola, who plays Nana - one of the girls in the play - to find out more. And join our Podcast Club to access exclusive and early release content and discounts here: https://ko-fi.com/akadimagazineThe music in this episode is made exclusively for AKADi Magazine by Kyekyeku and the Superopongstarz and is called 'Life No Dey Easy'.AKADi Magazine is a digital publication connecting Ghanaians in Ghana and the Diaspora, visit us at www.akadimagazine.com and www.msbwrites.co.uk for all your community news.

SHOW TOPICWhat you need to know: SV Summer Camps with Ms. Amanda MallinSPECIAL GUESTSMs. Amanda Mallin, Seneca Valley Academy of Choice Assistant PrincipalAmanda Mallin is the assistant principal of the Seneca Valley Academy of Choice, working alongside Principal Dr. Denise Manganello. She joined Seneca Valley in 2018 as the assistant principal of the Senior High School. Before that, Amanda worked as a cyber coordinator for a partnering district and gained valuable classroom experience as an emotional support teacher and a learning support teacher. With a degree in psychology and a master's degree in education, she is dedicated to continuous learning. Ms. Mallin has a strong interest and passion for wellness and mental health.IN THIS EPISODE, WE WILL REVIEW• SV summer camp offerings• Benefits of youth summer camp• Open availability• Deadline for registration and how to sign up

Sweden's Armed Forces are going round schools giving talks to 18-year-olds to prepare them for military service. We visit one of their classes. Also, how prepared is Sweden to deal with raging wildfires if we have another long, dry summer? And we peel back the pages of Sweden's Freedom of the Press Act that is more than two and a half centuries old.Presented by Dave Russell and Kris Boswell.Reporters: Dave Russell and Joshua Worth.

On the latest episode of the podcast I'm joined by Koji Tokumasu, who was selected as “one of the most influential 50 members of rugby in the world” by Rugby World (UK) in 2017. Koji was General Manager at the Rugby World Cup 2019 Bid Committee to gain the right for JRFU to host RWC2019, the first time outside of the traditional Unions, AND was the Senior Director at Rugby World Cup 2019 Organising Committee to deliver the most successful Rugby World Cup ever! Join us for this episode as Koji shares with us his enduring love of rugby and how it led him on a journey across the world, and back to Japan to spread that love for rugby here!If you enjoyed this episode and it inspired you in some way, we'd love to hear about it and know your biggest takeaway. In this episode you'll hear:How Koji went on a journey from Japan to Wales inspired by a love of Welsh rugbyThe remarkable story of Koji's involvement in Japan making a bid for the Rugby World Cup leading to success in 2019How Koji adapted to life after the Rugby World Cup after spending so much time working towards that goalWhy and how Koji started the Shibuya International Rugby ClubHow rugby taught him to enjoy playing the game (of life) without just focusing on the end resultAbout Koji:Koji Tokumasu is a visiting professor at Kanda University of International Studies, Special Director at Japan Rugby Football Union, and President of Shibuya International Rugby Club. Koji was the Senior Director at Rugby World Cup 2019 Organising Committee to deliver the most successful Rugby World Cup ever. He was General Manager at the Rugby World Cup 2019 Bid Committee to gain the right for JRFU to host RWC2019, the first time outside of the traditional Unions. Koji was also selected as “one of the most influential 50 members of rugby in the world” by Rugby World (UK) in 2017.Koji Tokumasu has also held positions as Editor and writer of Sports Department at Nishi Nippon Shimbun (Newspaper with 600,000 daily print run in the Kyushu area), English teacher and Marketing Director at Meikei Gakuen Junior and Senior High School, Editor at Kodansha International Publications Co Ltd, and Head of International Relations/ Marketing/Public Relations/ of Japan Rugby Football Union. Koji has also held honorary positions as Board Member of Asia Rugby, Board Member of World Rugby, Board Member of Japan Rugby Football Union, President of Asia Rugby, Honorary President of Asia Rugby, and Special Director at Japan Rugby Football Union (International relations).Connect with Koji:LinkedIn: https://www.linkedin.com/in/koji-tokumasu-43369823/Facebook: https://www.facebook.com/profile.php?id=100004972381746Connect with JenniferLinked In: https://www.linkedin.com/in/jennifershinkai/ Facebook: https://www.facebook.com/jennifershinkaicoach Website: https://jennifershinkai.com/

School's out at Albany Senior High for two days as health workers trace the contacts of a measles case - but it could be longer. A student with measles was at school while infectious last week. Public health officials are now checking the immunisation status of staff and students - who in the meantime have been asked to stay home, steer clear of sports or social gathering and avoid visitors too. Principal of Albany Senior High School Claire Amos is one of those isolating at home.  

Recorded late last year....I spoke to Brett who is a Senior High School Geography Teacher and project manager at Wavell State High School just north of Brisbane, who specialises in using geospatial technologies in the classroom. Listen in to this amazing Teacher about how he shares his passion for GIS with his students. Brett hails from Kingaroy, Queensland and grew up in Kumbia. Growing up, Brett wanted to be a Cowboy but then though HPE Teacher would be a better option. He has been in education for 21 years and holds a BA (Geography/Literature) & BEd (Secondary Education). He has won two prestigious awards, in 2021the  QCT TeachX Innovation Award and this year the EQ Showcase Met Regional Teacher of the Year. In his spare time Brett enjoys Golf and GIS. You can find Brett on LinkedIn You can contact me at: ⁠https://www.petacox.com⁠  ⁠@definingboundaries⁠: https://www.instagram.com/definingboundaries/?hl=en  ⁠@surveygeekgirl⁠: https://www.instagram.com/surveygeekgirl/?hl=en  ⁠LinkedIn⁠: https://www.linkedin.com/in/peta-cox  Music by Paul Greene: ⁠https://www.instagram.com/greenepaul/ ⁠ Red Shelf Records/Sounds Delicious Australia: ⁠https://www.instagram.com/soundsdeliciousaustralia/

In this AD Insider | Thursday 30, presented by Honest Game, we sat down with Scott Clamme, Athletic Director of Blackford Junior-Senior High School in Indiana, to discuss Google Forms and how they can help you save time.In this episode, we discuss how to use Google Forms to automate post-game communication with media outlets,  speed up social media content creation, improve AD morning routines, reduce apparel ordering issues, manage documentation for game suspensions, and more!Support the show

SHOW TOPICPreparing Students for the Workforce with Mr. Bob CehSPECIAL GUESTMr. Bob Ceh, Seneca Valley Senior High School Principal Bob Ceh is finishing his 30th year in public education, all at Seneca Valley.  He has served as a teacher and dean of students for the first 20 years of his career in the middle and high schools.  For the past nine years, he has served as a principal in the district, four years in Ryan Gloyer Middle School and five years in the Senior High School.IN THIS EPISODE, WE WILL REVIEWThe Seneca Valley Co-op program The five SV Career Pathways Benefits of the Graduation ProjectSV alumni returning as guest speakers in classrooms

Rachelle Harner is the senior high school science instructor at Geibel Catholic Junior Senior High School in Connellsville, Pennsylvania.  Rachelle has a master's degree in Instructional Design and Technology from Walden University and a bachelor's degree in Physics and Secondary Science Education from West Virginia University.  Rachelle has been a science educator since 2003 in Pennsylvania, Maryland, and Virginia.  During her career, Rachelle has taught a variety of grade-level, Advanced Placement, and dual-credit high school science courses including Anatomy and Physiology, Physics, Chemistry, Forensic Science, and Introduction in Engineering. More about Geibel Catholic Junior Senior High School: Intro and Outro music "Vicious Pen" courtesy of Moby Gratis

Welcome to the SLT “You Got Next” series. This series is dedicated to the athlete/actor/entrepreneur who doesn't ask for any recognition but continues to push themselves to limits that many didn't think they had. We see you and we want to let the world know who you are... we present to you the SLT next series and Lauren Cummings has "Got Next" Make sure you subscribe, like and follow us on IG, Twitter and Facebook @sportlifetalk. You can watch the live streamed show on our Sportslifetalk Facebook page and on our YouTube channel. On this episode B Jones and KT are joined by one of the toughest hoopers in the country, Lauren Cummings. She joined the show to tell us why she is slept on and why she has Got Next!!!!

Born in Huntington, West Virginia, Greer attended Douglass Junior and Senior High School in Huntington.[1] Douglass was an all-black school. He played as a guard for Douglass' men's basketball team.[2] He enrolled at Marshall University and played college basketball for the Marshall Thundering Herd's basketball team, becoming the first African American to play for a public college in West Virginia.[3] With the Thundering Herd, Greer scored 1,377 points with a .545 field goal percentage, setting a Marshall record. In 1956, Marshall won the Mid-American Conference championship,[4] and made their first NCAA men's basketball tournament appearance.[5] Greer was named All-Mid-American Conference in 1957 and 1958. He was named an All-American in 1958 as well.[4] Greer finished his Marshall career averaging 19.4 points per game and 10.8 rebounds per game.[6] In 1958, his senior year, Greer averaged 23.6 points per game.[7] Greer also played for the school's baseball team in his sophomore year as a first baseman.[4][5]

"We are all parents and I wept in the dining hall the first time it happened. That day there was nothing. I only had maize that we have put in water ready for meal." - Headmaster of a Senior High School on food shortages in his school.

The author of the book, “Trapped”, Theresa Dorsey, joins Arnya and Fancy to discuss the inspiration behind the book. This Caught Our Attention: Deion Sanders announces he is leaving Jackson State University, and there's lots of backlash online. Was he wrong to leave Jackson State? Is he abandoning them? About Theresa Dorsey Reese's storytelling is her superpower. She fell in love with books at an early age, and because of her active imagination, she began to create her own stories to share with others. One day, her best friend dared her to write a book since she'd been writing poetry and short stories for years. The following year, that fateful dare became the “blue notebook” phenomenon that put her on the map as an author. She is now a graduate of Southern University at New Orleans and the historic McDonogh 35 Senior High School, where she first fell in love with writing. For Reese, there's nothing quite like being able to create a world with words where people can find refuge from their troubles—even if just for a few short hours. The author wants her readers to feel their way through her stories. Reese puts every emotion into her work and hopes everyone enjoys the fruits of her labor. Website: https://www.reesewritesbooks.com Instagram: @iamreesethestoryteller Theories and Thoughts Podcast airs EVERY Tuesday on SwagHer's FB Live at 7 pm CST. Don't forget to follow on Instagram at @theoriesandthoughtsbrand. Healing issue with Arnya and Fancy as the cover. https://swagheronline.com/product/healing-issue Connect w/ the Hostesses: Arnya T.M. Davis IG: @ladi.ceo FB: @LadiCEO Twitter: @Im_a_ladiceo YouTube: LadiCEO Media Website: www.ladiceo.com IG: @mzthangzboutique Francheska “Fancy” Felder IG: @fancyswagher FB: @fancythegogetta Twitter: @FancySwagHer SwagHer Magazine Website: http://swagher.net --- Support this podcast: https://anchor.fm/theoriesandthoughts/support

Politicians pushing for mandatory ROTC cite the supposed lack of discipline among today's youth. In this episode, a sociologist explains the much broader issues that should be considered.

Do you remember a teacher who really made a difference in your life as a child? A teacher who really saw you and encouraged you? Minnesota schools have a persistent opportunity gap, with Native American children, Black children and other children of color less likely to graduate high school than their white peers. Research has shown that having teachers and school staff of color can help students of color succeed. But nationally only seven percent of teachers are Black, and only two percent are Black men.  American Public Media special correspondent Lee Hawkins spoke about identity, curriculum, recruitment and more with four Black men who are educators. Guests: Michael Walker, the Director of Black student achievement for Minneapolis Public Schools Michael Thomas, superintendent of Prior Lake-Savage Area Schools Eric Robinson, a retired teacher Derek Francis, Executive Director of Equity and School Climate for Minneapolis Public Schools. He previously managed the district's counseling services.  The following is a partial transcript of the conversation, edited for clarity and brevity. Listen to the full conversation using the audio player above. Lee Hawkins: Thank you all for being here. I'm really excited about the opportunity to bring you brothers together into this discussion. So thank you. Only two percent of the nation's teachers are Black males. That's a tough number to swallow. But here's something that's mind blowing for you all to digest: across the state of Minnesota, there are only 1.45 percent Black teachers, male or female. So that's even less than the percentage of Black male teachers across the nation. Only 1.45 percent Black teachers in a state where Black people make up seven percent of the population. What does this mean for Black children for Minnesota, particularly boys? And what will their educational experience be like as a result? Michael Walker: Well, we already know that representation matters if we got to make sure that we have people that look like them in front of the classrooms, right? And when we think about how that impacts the growth and development of young people, is that when we see folks that look like us, it gives us the ability to see that we have that possibility to be an educator as well. The school system is not designed for them to feel valued, to feel welcomed. The cultural aspects of our schools are a little different than what our Black students are experiencing. So it's not designed for them. And so we have to really think about how do we address that piece? The other components of why the experience is different: what about our curriculum? Like how is the curriculum set up? We have a Eurocentric curriculum, again, that is not centering the experiences of our Black people. And so how do we change? That is some of the things that we have to address. Hawkins: Michael Thomas, what does this mean for the kids who are in these classrooms? Without people who look like them? Michael Thomas: Yeah, I take it right back to the psychology of one's health and in Maslow's hierarchy of needs. When a young person doesn't have a sense of belonging, they're going to struggle no matter what that gap might be. In this case, a lot of our young Black students, specifically young Black boys to your question, they don't see themselves in the curriculum, they don't see themselves in terms of adult authority in the school systems. And so it becomes very psychologically isolating, and with no outlet or sense of support. That's where you begin to see a young, immature mind trying to make decisions for themselves that are well beyond their comprehension. So that's where we might see some kids falling off. Because they don't have the ability to make some of the best decisions without, you know, the struggles that they're going through, and not being able to have somebody that they can trust to go to, to help kind of process and support them through some of the challenges. I would just center there first, and you can fast forward 30 years as adults. Many of us sitting in this room, were oftentimes maybe the only one — only teacher, only administrator in a system — where we also had that level of isolation and had to navigate very carefully our own existence to kind of stay alive in that system. So, I think that's where I would say first, how do we address Is that social — psychological need of our kids. Hawkins: Derek [Francis], you're counseling kids. When kids come into your office and you're doing the counseling, do you ever get the feeling “wow, this person could really use some diversity in terms of the people who are educating them?” Derek Francis: Oh, man, that is, I think the thing that comes to mind, especially when you're thinking about career development, especially for our youth, the exposure to seeing someone who looks like you. So many times when students, they have just the what they see on TV, so I show up as a Black person in the school, and then I start to teach lesson around. “Well, guess what, let me show you pictures of people who look like you. And they're doctors, they're lawyers, they're educators.” And it opens the mind. I think that's so neat, because it's really exposing them to their hope and future. I start to share students, “you have so many different career opportunities. Here's some schools where You see students that look like you.” And that makes a difference. If you have a counselor that hasn't been around or seen Black people or Black students do some of these successful things, you might limit them from your own views. So at some point for someone to say, “Oh, I see you, I've seen people who have looked like you do some of these things. And that's going to be you.” Hawkins: It's so interesting that you say that because people of all races have stories of being counseled out of going into certain careers by their counselor because their counselor didn't believe in them. I particularly remember a story of a woman who is very, very prominent in the science field, a Black woman that I went to school with who talking about being counseled away from STEM… and right now, she's one of the top people at the Center for Disease Control and Prevention. So many people have these “Hi, how you like me now?” stories, and it's sad because you shouldn't have to hear those stories. You should be able to say, “I have the support from my village from the beginning.” Before we get too deep into this, it's really important that we frame the problem that we're addressing right now: Boys collectively, of course of all races, are not performing academically, and socially, as strong as girls. We know that. In the case of Black boys, they're not an exception. And as the effort to close the racial opportunity gap continues, it's important to look at how our educational system can do a better job with Black boys. And if we're going to discuss the issue, we need to be transparent and candid. From what you see right now, from what you see statistically and in the classroom, are Black boys underperforming? Eric, you want to take that? Eric Robinson: Right now students are looking at this as a Eurocentric type of system. And, you know, maybe when you're younger, elementary age, there's a little bit of hope. But then as they get more toward high school or middle school, then that starts to dwindle as far as improving their reading or math goals. So that follows them. I mean, working with high school students in a charter school and knowing that they can't get anything… any higher than a fourth-grade reading level. It comes back to having that presence of a Black teacher in the classroom. To, you know, just say that you can do this, you have value you're worthy of careers that you think you don't think you're capable of doing. Hawkins: I wanted to shift this over to you, Michael [Walker], because … you're the director of Black student achievement for Minneapolis Public Schools, are Black boys underperforming? Walker: I know you start off by saying there's an opportunity gap. And what I tend to believe and the kind of research that I've done, it's really a belief gap, right? It's about what do our adults believe about our Black males? Do we believe that they are able to accomplish success? Do we believe that they're able to achieve whatever goal there is that they're trying to achieve? If we don't have that belief as adults, then we're going to treat them or have expectations that are lower, right? Because I don't believe that you can be a doctor, I don't believe that you can be a lawyer. I don't believe that you can be a scientist, right? And so it really starts with the adults. And so that's kind of the focus of our work. And then some of the work that we do, it's really how do we change the beliefs of the educators so that they can see value in our Black students, specifically our Black males. And so I don't believe in an achievement gap. I don't believe that the young people are Black males are underperforming. I believe that the system has been designed and created and the belief of them in that system has created the outcomes that we see. Hawkins: In talking about improving outcomes, it's important to introduce some data that I think is just mind-blowing. Researchers at Johns Hopkins University studied about 100,000 Black students who entered third grade at North Carolina public schools between 2001 and 2005. About 13 percent of the students ended up dropping out of high school, while about half graduated, but with no plans to pursue college, OK? However, low-income Black students who were assigned to at least one Black teacher in third, fourth or fifth grade, were not only less likely to drop out of school, but 18 percent more likely to express interest in college when they graduated. And persistently low-income Black boys who had at least one Black teacher, in third, fourth or fifth grade, were 29 percent more likely to say that they were considering college. And I spoke to Nicholas Papageorge, who was the lead researcher on this study at Johns Hopkins. And he told me that the big difference is that Black teachers tend to have higher expectations for Black students. Michael, when we were in the green room you were talking about when you were working in Osseo. “I'm Dr. Thomas, I believe in you. And you're going to come in here, and you're going to perform up to your potential.” Tell me about that experience. Thomas: I'll say, it stems back to when I was in sixth grade. I actually had a sixth-grade teacher who called me the n-word, and said I wasn't going to amount to anything. Now don't get me wrong. I'm sure I was a handful, and maybe wasn't always making the best choices. But to have an adult teacher who had power and influence over me, kind of cut me down at that level. I'm 50 years old, I've never forgotten what that felt like, right. So fast forward to myself being an educator, I knew very well, I was never going to let a young Black kid — basically a mini-me — experience what I experienced. I had a lot of positive Black men in my life, who countered that. And that was part of my job when I was a principal. Yes, I'm here to serve all kids. And that was a non-negotiable. I also knew I had to bring a point of emphasis for my kids of color. And that was very clear based upon my data. And if you were Black, and you live in a certain zip code and you're coming to my school, I can predict outcomes, unfortunately. So for me, it was to have a tough conversation, I remember I got criticized for pulling a lot of the Black students together and essentially letting them know, “You're not on track to graduate. And if you continue on this path, you're not going to find success in life.” And there was a lot of backlash to “why would you break confidentiality?” and, you know, having families know each other's business. I'm like, this is a small community. If we don't talk about this and put truth out there, I need the families to come and join me in helping these young men and young girls find a better path in life. And so we were successful in my junior high, closing that achievement gap by almost 45 percent in a period of three years. Because the intentionality was data driven. I could see it, no one can deny it, the numbers are here. But going back to what Dr. Walker was just saying, it was about a mindset shift. Kids don't come to our schools. They're not dumb, right? These kids are looking to become successful, whatever that means for them. And it's our jobs as adults to be that bridge to that. But if I don't believe as an adult, if I don't believe that this young kid can ever achieve something, you know, subconsciously, it's going to come out in my practice. I'm not gonna call on Eric, you know, call on everybody else in the classroom. I'm not gonna call on Eric. I'm gonna be, you know, writing discipline referrals for young Mr. Francis. if he was my kid. That comes out. Because you can't necessarily change beliefs. Although there's a belief gap. I totally believe that. But I can manage the behaviors that are manifestations of what you believe. And that's what my job was as a principal, as an administrator, to look at the adult behaviors that were derived from their belief sets of what kids are going to do well, and who's not going to do well. And then those were the tough conversations that allowed us to really kind of peel that onion back and get to the core of what we needed to get to. Hawkins: I'll tell you, it must be hard. Years later, when you're seeing that Black kid that was in your class and he's on TV now or he's, he's the superintendent of schools. Are you reading about kids? You taught and then in the school system and you didn't believe in them. It's an educational journey for a lot of educators in this country. There's one critical thing growing up in Minnesota taught me. And that's that it's not always about malice or racial animus. A lot of times it's about people not having experience with Black people. You haven't been around Black people in your life. And that means you're bringing a lot of this bias and prejudice into the classroom, to the point that you're still you're nervous around the kid. Am I right about it? … [Cross talk in agreement.] Francis: The thing is too, the way it comes out, even the way… you hear it in the language… it's always in opposition. So the students who are doing well, “that's such a good kid, they're great family, they're their siblings were smart.” Or if it's a student who is a Black student, “they're in the hall again.” The way it's around, not giving the same amount of grace when an assignment is missing, or a student might be a minute late walking in the room. It's a different tone. The students I know, see it too. They'll notice with Black students, the staff is more short with or doesn't call on as much. And I think also too, as a Black staff at a school, I've had times where I can tell staff will kind of dance around saying certain things to me, because they know I'll pick up on what they're really trying to say about that student or their family. And so I do think it's a lack of exposure. You can just tell. Maybe their friendship group might not be as diverse. I think, as educators, being aware of that. Because if you're going to work for Black students, and say that you're working in that neighborhood, or working in an inner city, you have to be cautious and aware of the experiences and have that humility to say, “hey, I don't know what that's like." Let me listen and glean some knowledge from my Black colleagues that are here.” I think that's so important to have that kind of humility. Robinson: I think that bias… has a lot to do with it, because the white teachers they would have in mind, well, this is how they would behave. I remember when I started early in education, there was just one teacher, and I was working with the Black students to Black boys. And it was always every day, the same two or three would like a revolving door, you know, instead of this person, this male person giving grace or, you know, understanding, “Well, why are these students doing this?” or, you know, trying to work with that student. But the teachers would have this in mind that they all behave the same way. And, you know, what I've noticed — just to switch gears here — what I've noticed, as far as administrators, right? Principals, you like the assistant principal, was working always with behavior, you know, and that was the role of Black male working in behavior, well, they can take care of these students because they know how to handle them. But it goes beyond that, you know. Literally it goes beyond that, because if there were Black male teachers in the classroom, then those things wouldn't occur. There wouldn't be suspensions, and, you know, with over-suspending students, students of color males. And I know… about this individual that actually, he graduated this June, and he was in my ethnic studies class a couple of quarters ago. And he never passed. Never, never, in fact, he would disrespect me by calling me Eric by my first name. And toward the middle of the summer. He came in, he owed certain assignments and everything. The teachers were working with them, and they had compassion on him and they knew he had to get graduated. And he graduated, he got everything done. And when he was seeing me, he would call me Mr. Eric, you know, because he was succeeding. You know, years ago, certain behaviors would come out and everything. And teachers would overlook that day. They gave him time they gave him a rope, you know, just “Hey, you can do this.” And he did it, you know, But in some schools, right, some classrooms, they're not given that chance, if a student is gifted, maybe their behavior is helter-skelter. However, there's something beneath that. Teachers don't always see that. They don't, they look at the behavior first, instead of getting to know their student. Hawkins: You mentioned, people expecting the same behavior from all of the Black students. And it reminded me of my cousin who went to my high school, North St. Paul, Senior High School, who actually receipt was called to the office, about a matter that pertained to another Black student, where they actually thought he was the black student that they were talking to. And, you know, I've experienced this in corporate America, where I've been called the name of another Black reporter. Whereas you know, and so, that's how deep the issue is. This whole idea of people not knowing how to deal with black people, sometimes not even knowing the difference between Black label. Thomas: Well, and also, you know, to your question earlier — and Eric, you as well just brought up — they bring one of the four of us in to handle these Black kids. Right? And again, we're all passionate Black men who care deeply about our communities and cared deeply about, you know, Black kids, no doubt. But we're more than that. Right? And we, even as professional men have with degrees, we get relegated, and trapped, right? Just like Hollywood, right? You can act this part. I'll never forget my very first year as a principal. That was the narrative, you know, and one of the staff came up to me and said, “Hey, just want to let you know, staff are all really happy that you're coming here. And finally, me on the handle a lot of the behaviors is behavior issues of, you know, these students of color.” And I thought to myself, wow… and my very first staff meeting, you know, August workshop week comes up. And one of the statements I said to my staff — which was all white minus one person — was, “just because you're white, doesn't mean you're not right.” And don't think that's going to exonerate you from accountability for all kids in the school. Right? It gets to that fear piece, Lee, that you were speaking to, like, they don't want to say something, because either they're afraid of being called racist, or whatever it might be, or they just don't know. But at the end of the day, your expectations that you have for some kids need to apply to all kids. And you can't lead from a place of fear. And you can't expect me as a Black person to own your issue. Right? So that was my push to really get my staff to embrace that this is about you, not so much about the student. Hawkins: Dr. Michael Thomas, we had a conversation and I asked you to send me a copy of your dissertation. The reason I asked for him is because it studies African American male school leaders in predominantly white school systems, and how they negotiate their racial identity without committing cultural sacrifice. And I want to read this sentence that you wrote, you said, and I quote: “It is said that being a school administrator is a very lonely and challenging position to have, one must continually negotiate who they authentically are, in an effort to remain in the position,” you wrote. It was 1996, when you wrote this, now that you're a superintendent, and you're actually living this, do you think that you were way ahead of things? I mean, because it seems like that's what we're talking about now is that as educators trying to influence the Black male achievement equation, you're going through your own sort of identity issues with people projecting things on you? Thomas: That's a deep question, Lee. And yeah, there, you know, when I was the only in a system, it was a real lonely place. On top of that, when you're in higher levels of leadership, there aren't a lot of people you can go to and talk to, because you might feel as though you can't do the job. And you don't ask those kinds of questions, right? And I've had colleagues, they go, “oh, here goes Michael, he's on that Black stuff again.” Right? I mean, colleagues! And I'm sitting here thinking, “if you're saying this to me as an adult, what are you doing with kids when you close your classroom door?” Right? At the same time, because my deep commitment to ensuring that young Black students didn't experience what I went through, and I could still continue to blaze a trail for them to have a much better-beaten path to go down. I could only say and do so much before the system then would squeeze me out. Right? And so, oftentimes, I felt caught. Because my heart is committed to doing the right thing, and I know me, I know exactly who I am and what I'm about. And thus the name of my title of my dissertation, which is a play off of Sidney Poitier movie, Guess Who's Coming to Dinner? Right? How how much of my authentic Blackness can I be, before my plate is pulled from the table? Right. And it's a real delicate dance. And this is a negotiation, beyond education that people of color in this country do every single day. Hawkins: What I hear you talking about is that identity continues to be an issue, the expectations, what people project on you certain stereotypes, certain expectations, and that this is something that you must carry with you everywhere, as you navigate through the professional world. So if we are experiencing this as grown, Black men, let's talk about identity, and the challenge of identity that Black boys are facing every day. And how did they work through that or not? Francis: Oh, man, there's so much when you talk about identity, I think about it. The first part is, how it shows up as the academic system. So when you're looking at the schoolwork, how often are you seeing yourself mirrored in that work, seeing people that look like you that you're learning about. This past month, Juneteenth, how many students sit and hear about Juneteenth or learn about the history of it. And so just imagine the liberation that comes with being a Black person hearing someone teach you about the true freedom that people who look like you had to fight for and how delayed it was. But also, I think, especially in Minnesota, our schools have this unspoken toxic culture of attacking students who are marginalized, and it shows up in schools through social media, it shows up in things that are said to students about their identity. So many students talk about how schools don't do anything to speak up when they're attacked as a Black student. Would that bother you? I'm here to learn, I'm here to get an education. I'm hearing these things on an ongoing basis, or I'm seeing other people being called these negative things, either on social media, or in real life. And I have to absorb that day in and day out. And then if I don't have someone at school protecting me to understand what that feels like, that's hard. So I think that's one of the ways we really need to step up as educators to say, hey, we're gonna call out when we hear at sporting events, people making monkey sounds to the Black athletes, that should not be happening in schools, students posting on social media, calling other kids downward, we got wouldn't, because how would I feel safe going to school if I know that there are seeing that happen? And no one's speaking up? Hawkins: There's that problem of the external pressure that Black kids are feeling. But there's also the internalization of some of these stereotypes. And I know Dr. Roland Fryer, at Yale talked about a while back, the acting white phenomenon. Where there was actually a social penalty put on kids, the higher their grades, the less socially acceptable they were. And now we're starting to see that sort of shift, which is nice to see that there's that Black male achievement or Black student achievement is not as stigmatized as it once was, but working as the director of Black student achievement in Minneapolis. What do you see along the lines of identity that these kids are dealing with, that our kids are dealing with every day? Walker: I think it goes back to kind of what Derek mentioned earlier about the curriculum, right? So when we're looking at the curriculum that we have in our schools, we are sharing identity, right? But we're sharing a Eurocentric identity. So in those classrooms, students our white students are getting taught about how they have discovered this, how they have created and invented this, all these great things that they have done, right? Which, okay, fine. Where's that for the other groups in our school system, right? How are we not uplifting those narratives and those stories? So in our program in Minneapolis public schools, we have a class called BLACK — it stands for Building Lives, Acquiring Cultural Knowledge — where it is designed to teach some Afro-centric curriculum and to show them the benefits that they have created and what they have done for this society in this country, but also goes back to before we came to this country where things were better and things were invented on the continent of Africa. So they understand the foundation of that. So it's not just what happened here on the states, right? And that is important, right? Because when we think about schooling, and I'll just experience from myself, I learned about being enslaved. That was the foundation of what they told me about myself, right? So if that's the foundation that you are sharing with these young people, well, we are intentionally creating a thought and an idea in these kids minds of who they can be and where they came from. So we have to undo that and show that there is a much better place. Yeah, enslavement was a portion of our history, but it's not all of our history, right? Hawkins: If you're going to teach enslavement, then teach enslaver, right? and what the role of Thomas Jefferson was, right with his biracial children, some who are buried right here in Madison, Wisconsin. Let's go to that cemetery. Let's bring the classroom to the cemetery to see the kids that Thomas Jefferson had with Sally Hemings. It's important to teach all of that, but the complexity and the nuance of it all. Eric, you taught ethnic studies, right? Robinson: Yeah.. and if I could piggyback on you, doctor, the same thing, you know identity. When students first come into that classroom, I say, “Well, what is your story? Know your story.” However, it may be in your, in your family, but it still goes back to slavery. You know, none of us have color, or Indigenous Natives, have not had a certain history, you know, through the colonists. So, I know the boy talks about a double consciousness. Right. And we experienced that as adults, as a Black man. But the students they need to know who they are, and where they've come from, and where they're heading. Hawkins: I mean, you taught ethnic studies, at a time in which there is a national backlash against teaching of ethnic studies, right? People calling it critical race theory — which it isn't. It's American history. So tell me about ethnic studies in teaching it and, and the effect that that has on not only students of color, but students in general of all races. Robinson: I think the point where I come from, when I'm teaching that class, I want to co taught that class is not just African Americans, but Indigenous Natives, Asian Americans, you know our whole global society has been affected by colonialists. And not just England, but Portuguese and Spaniards. So this is an area that our kids, our Black kids, our students, they come from communities where, you know, they're not exposed to it in education. I've learned some of this while I was teaching, you know, research, because I hadn't had this in elementary, middle, even in undergraduate, master's. I had none of this and I had to learn it on my own, so I can teach it. So if this can happen to me, can you imagine what our students are dealing with? You know, they're not exposed to it. Hawkins: I want to shift the conversation. Let's talk a little bit about the school to prison pipeline. Growing up, there were two places in Minnesota that you had to avoid if you were a young Black boy, it was Totem Town and Red Wing. Those were juvenile detention centers that people went to, and many came back and they were never the same. In fact, I can remember the precise days that some people were literally placed by a teacher on the school to prison pipeline. It was: You got in a fight. You had marijuana. You had a knife. You'll never amount to anything, get out of my class right now. You're out of here. And that's just enough to ruin a kid's life. And you're sending them into a community, unfortunately, where they do feel accepted. And that begins the school to prison pipeline. I know people who are still in prison right now that I went to school with. Is that something that you see and how do you make the schools more sensitive to the trauma that leads kids to make the mistakes that lead them into juvenile detention? Walker: Yeah. And you talked about the ones that are like front and center that we see all the time. Right? Right. So whatever, those are the ones that we see, but there's other school to prison pipeline that may be invisible to, to the outside world. Hawkins: Like what? Walker: Like, directing our kids into special education programs and labeling them as EBD. Because now you get on this transition, and now you're in a “level four” setting. And now you're in an enclosed school… that's another, maybe less direct way that we may not see on the outside. So do those things happen? Yes, of course, they happen. What we have to start to do is really, again, center, what are we talking about? Are we really looking at behavior from a Eurocentric lens? Right? We talked about student not being able to fill the full range of emotions, our Black students with the social and emotional learning? Well, if I get angry, my anger may show up differently. That doesn't mean that I am a threat. That doesn't mean that I should be sent down to the SRO office or whatever, I'm just upset right now. And give me time to go through my emotions and go through that. But I don't get an opportunity to do that. And so now I am put into this category that I am violent, that I am a threat. And now, anything that I do, gets heightened. So, what we're talking about here is confirmation bias. Right? So now we have educators who are looking to confirm their bias that they already have about these Black students by when they make one act. Thomas: And they'll push the button until the trigger pops. Now that student is… like Dr. Walker just said. And in the thing is, it's those both macro and micro… acts that are committed particularly on young kids of color, and a lot of the prevention work that Michael has done with the BLACK program. I remember years ago, when I was doing project COFI, in St. Paul Public Schools, same thing. It was doing a lot of co-teaching with my colleagues, giving them an additional lens to look through that they just weren't… They didn't get trained in their teacher prep programs, right? Or they weren't comfortable. They weren't, you know, fill in the blank, as we've just talked about earlier. But we've all seen our colleagues, particularly our white colleagues who, who may have that light turn on for themselves, like, “Oh, I see that now.” So I don't want to, you know, be in this doomsday conversation, right? That nothing is going well. There's a lot of improvement, no doubt. But there are — I'll speak for myself, I know these brothers, and probably validate too, but we've all seen opportunities where, where teachers get it, and they lean into that space. And they take that and now, they are part of that conversation of helping this young kid. But that goes back to us just not being the ones relegated to that space. It's way bigger than the four of us. We can do a lot. But you know, we don't have “S”s on our chests or wear red capes to work. Hawkins: We're gonna wrap up in a minute. But I just have two more questions. Why aren't there more Black men teaching in the classroom? And what can be done to recruit and retain more? Robinson: Yeah, this thing about recruitment. I went through a program through St. Thomas. And I already had my BA in another area. But I was recruited by an individual who saw something in me and said, “Well, yeah, you know, you'd be a great teacher.” Two men: first Dr. Terrell, and this man that was a recruiter. I think our universities — we have quite a few within the Twin Cities — need to send out those recruiters to our schools. Because, like we mentioned earlier, your gift is gifted students in the classrooms, Black boys and girls in the classrooms already. Those that might be in high schools, junior seniors, and recruiters from these universities or these, you know, these schools, these colleges, need to go into these high schools and have some type of programs, with incentives, to get these young men or women out, and say “Hey, this is for the community. You can do this.” It might be me, but it has to be somebody from these colleges that knows what's going on in the schools and collaborate with these schools and have them go in and recruit. Or communities, whatever community access, organizations, nonprofits that are out there, as well. I mean, you have, I can't think of it off the top of my head, but that's what needs to be done. Francis: As I'm hearing this, because I'm from Minnesota. Minneapolis, Twin Cities area born and raised. I went to Champlin Park High School, Anoka-Hennepin area. And I had one Black teacher my entire K-12 career. And then, when I was in high school, I had a white teacher who saw me working with elementary kids through the child care occupation course. And she started saying, “Whoa! You're talented, you're good.” And I share this because it was something that I carried with me. When I went to get my licensure to be a school counselor, I originally wanted to be a news anchor. And I started volunteering after I didn't get a gig as a news anchor. And then my teacher, I saw her again, she was like “You know have you ever think about going into counseling.” And then when I got to the University of Minnesota, I met a professor there that would speak into me, it was like you're talented. And mind you, I was the only black man in my course in high school and in my program for school counseling. And so the importance of that belief, that encouragement. And so that's something I carry with me. And I say this also to white listeners out there, don't think you can't do the work. Don't think for a second that it's only… it because there's not enough Black people in education for us to wait for just us to do it. So white educators, we need you. We're in this all together. And so speak into... have that belief in your heart about Black boys. See the potential and the skills, we see it speak into it, because who knows where that seed will land. And so I think it's so important. That's what we really need to do. And I do that. That's why I want to be a school counselor, because I know the power of not just having that belief, but it's speaking that word for people. Hawkins: Dr. Walker, I know one thing that you said that was powerful — of the many things you've said — was: If we're not creating an environment where Black men or Black boys feel comfortable in the educational setting, what makes them want to come back? Walker: I say it all the time. We're probably the only profession that has students for 13 years to recruit. So if our Black boys are getting a horrible experience going through the school system, why would they choose to come back and work in it? So the first thing we have to do is give them a better experience. Meaning: Do we value them while they're in the school system? Do we see that they're great and their genius, is what Derek is speaking about. If we can do that, then we may have more of them interested in this profession. The second thing is what Derek said is, who is being directly speaking that into students? Hey, you know what, Michael Thomas, as a second grader, you would be a really good teacher one day you ever thought about that profession? Hawkins: Is that what happened [to you] Mike? Walker: It didn't happen with me. But I'll tell you, it happened with my daughter. So my daughter, who's going to be a senior at Hampton University next year, is an elementary education major. And it was that intentionality from my mother-in-law. She was a first grade teacher. And long ago when my daughter was a little girl said, “you'd be a great teacher, you know?” and she's never forgotten that and so she will be graduating and anybody looking to hire a dynamic teacher? *laughter* Hawkins: In the Green Room, you said, “Are you sure you want to do that?" Walker: I did! You know, I had to have that conversation. I mean, given what's going on in education these days, I mean, it can be a scary space. But my daughter, she's committed to kids, you know, and she's been working at that youth program and champion, you know, she graduate from Champlain Park High School as well. Derek was her counselor and, you know, again, I mean, I credit you know, people like Mr. Francis, who really helped, you know, stay in touch with her to keep her inspired to be great. Me and Mr. Bridgeman How a teacher transformed a student's life Listen to the full conversation with the audio player above.

In this week's episode, we touch upon employment for people who are blind or vision impaired. Dr. Melissa Fanshawe discusses a really interesting program to assist senior high school students to develop the skills they need to be ready for work. Also, a reminder about the Hugh Jeffrey scholarship program which closes on the 17th of July.

Every episode, there will be a theme that will navigate within the poem of the day. For this episode, we have "Awit Dihang Wa'y Timik Ang Mga Gangis" by Gina Mantua-Panes. Gina Mantua-Panes is an AB English graduate. She taught speech and literature courses at Cebu Normal University in 1998-2008 while pursuing M.A. in Literature at the University of San Carlos. She is finishing her M.Ed. in ESL at the University of the Philippines Cebu. She is a Senior High School teacher at Cebu City National Science High School. She dabbles in poetry writing in her spare time. I hope you will like this poem. Amping kanunay ug padayon ta mga Bisaya! COPYRIGHT DISCLAIMER: All the poems, music, and graphics used in the podcast belong to their respective owners. This channel does not claim any right over them. --- Send in a voice message: https://podcasters.spotify.com/pod/show/basabalakkanunay/message

For Monday's episode of The Sports Scouting Report Podcast With Lee Brecheen, Lee video chats with Alexandria Senior High School head football coach Thomas Bachman, who has done a great job leading the Trojans to being one of the elite Class 5A football programs with a state runner-up finish in 2020 and plenty of former players that are playing at the college level and beyond. Coach Bachman talks about the great teams and players that he has been around with during his time at ASH, what the future looks like for the Trojans in 2022, and also, reflects on his playing days at Evangel Christian Academy as a wide receiver.

We may be a little biased, but we think Catholic schools are consistently the best option for most families. They provide excellent academics, dedicated faculty, and a deeper connection to our faith. With those thoughts in mind, we brought in some guests that live this values every day. Joining hosts Marianela Nunez and Mike Walsh today are are educators Dr. Janice DeCicco Fipp, principal at St. Joseph Regional School in Somers Point, NJ; Tom Iacovone, Jr., principal at Gloucester Catholic Junior and Senior High School in Gloucester City, NJ; Patricia Naples, middles school science teacher at Assumption Regional School in Gallaway, NJ; and the new Communications and Marketing Manager for the Diocese of Camden's Office of Catholic Schools, Michael Bress. It is a wonderful conversation about the guests' educational paths, the benefits of Catholic school education, and how you can discover more about South Jersey Catholic schools.   The nationwide Discover Catholic Schools Week begins on November 14, to learn more about South Jersey Catholic Schools, visit https://southjerseycatholicschools.org/. Listen to Talking Catholic on Apple Podcasts, Spotify, Google Play, Stitcher, SoundCloud, Amazon podcasts, Audible, Alexa or at https://talking.catholicstarherald.org/show/talking-catholic. You can also catch us on Domestic Church Media radio Sundays at 11 AM or Mondays at 4 PM https://domesticchurchmedia.org. Follow us on... Facebook: https://www.facebook.com/TalkingCatholic Instagram: https://www.instagram.com/talkingcatholic Twitter: https://twitter.com/talkingcatholic

Allison continues her series on belonging, talking to Dr. Jay Van Bavel about social identities. How do we identify with others? What groups do feel safe with and which ones are considered threats?  These are all questions that are important to our lives, our views on the world around us and our own views about our ourselves. EPISODE HIGHLIGHTS:Social identitiesPolitical identitiesThe impact of feeling excludedAre our thoughts really autonomous?The "7 Days Adventists" experimentStereotypes: a double-edged sword GUESTS LINKS:Dr. Jay's websiteFollow Dr. Jay on TwitterALLISON'S LINKS:Visit Allison's websiteFollow Allison on InstagramCheck out Allison's blogListen to The Podcasters' Journey PodcastAllison's Favorites - And some great deals for you!

What is it in people that makes them look at something and say "I'd like to try that?"  I don't know the answer to that question, but I do know that I don't have it!  Our guest today, Toby Barringer, does.  At a farm sale Toby and his father saw an old coal fired, blacksmithing furnace and decided to try it out.  Today, Toby has a blacksmithing business called Brother Bear Blacksmithing Shop, and he is selling products all over the United States as well as doing custom work for customers.  This all started with a natural curiosity, which Toby encourages you all to follow.

May 31, 2020-- naimbitahan si Ali bilang graduation speaker ng St. Mary's Senior High School Batch 2020. Originally, gaganapin dapat ito sa school campus sa Mandumol, Masasandig, Cagayan de Oro City. Pero dahil sa Covid-19 outbreak, isinagawa ito online, sa kauna-unahang virtual graduation ng skwela. Sa isang recorded video sa kanilang bahay sa Quezon City, ibinahagi ni Ali ang kanyang personal na mga karanasan, di lang sa buhay, kundi maging sa bahay, ngayong lahat tayo ay naka-lockdown. Paano nga ba natin titingnan ang sitwasyon na ito, at ano'ng magagawa natin? Saan tayo huhugot ng pag-asa, at paano natin tatanawin ang kinabukasan? Totoo nga: Marami tayong hindi magawa, pero marami pa rin tayong magagawa. Sa ngayon, graduating man, pa-graduate pa lang, o graduate na sa pagiging graduate: pakinggan muna ang special episode na ito! Share your thoughts @linyalinya on FB and IG, or join us at our exclusive FB group!

Despite shutdowns caused by that virus, we are gaining little benefit in emissions reduction. Rebecca Ford, age 16, who's at The Senior High School in Albany WA tells The Science Show  why she is so concerned and how much young people need our support. Yes, we are distracted, but climate change won't go away and could make corona seem like a mere passing sniffle if we're not careful. 

(Podcast Coaches Series, Part 1) - Join us for another amazing episode as Host Lewis Shine speaks with Lima Senior High School Head Coach Quincey Simpson.