Podcasts about teacher mentor

Welcome to episode 170 of the Leader of Learning Podcast. In this episode, we delve into the importance of embracing our multilingual students, the varied levels of support they require, and why viewing these students as assets is crucial in education today. We will talk about the tools that enhance communication with ELL families and the significance of involving everyone in the school in fostering a welcoming environment. Andrea will also share insights from her latest project, which involves interviewing a diverse group of individuals to create a mosaic of true stories. With Andrea's vast experience and deep understanding of ELs — highlighted by her transition from focusing on the deficits to celebrating the capabilities of these students — this episode is a must-listen for educators who work with or want to better support linguistically diverse students.Guest Information:Andrea is a proud English Language Learner Educator who lives outside of Philadelphia, PA. She is in her 23rd year of teaching! Throughout those 23 years, she has worked with students in grades K-12 as a HS English Teacher, Title 1 Reading Specialist, English Language Learner Teacher, and Teacher Mentor. She currently works with EL students in grades K-12, and travels the country inspiring and supporting educators, administrators, and support staff in how to best teach, reach, connect, and communicate with bilingual students and families. Andrea is also the author of "Take Me Home," and a contributing author of "The Impact of Influence-Volume 3," and "100 No-Nonsense Things ALL School Leaders Shout Stop Doing."Episode Resources:Andrea's WebsiteAndrea's BooksThis episode is sponsored in part by MagicMind, the world's first productivity drink. Visit https://magicmind.com/LL and use the code LOL20 at checkout to enjoy 20% off. If you want even more MagicMind, that same code will also get you 56% off on the 30-pack subscription!**************************************************************TAKE THE LEADERSHIP STYLES QUIZ!https://dankreiness.com/quiz**************************************************************ACCESS MY INSPIRING RESOURCES:SUBSCRIBE TO MY YOUTUBE CHANNELSign up for my email newsletter50 AI Prompts for Instructional Leaders to Revolutionize Your SchoolThe Teacher's Guide to Becoming a School Leader“Lead to Inspire Growth” eBookFREE “Unlock Your Leadership Potential” course**************************************************************CONSIDER BECOMING AN OFFICIAL SHOW SPONSOR!I can help promote your product or service - Email me at dan@leaderoflearning.comMedia Kit - https://dankreiness.com/mediaTalk Studio is my recording platform of choice for video, audio, and even live streaming. For more information about Talk Studio and to receive 20% off your first billing cycle on ANY paid plan you sign up for, visit https://dankreiness.com/talkFollow Dr. Dan Kreiness on Social Media:Youtube ChannelTwitter/XInstagramLinkedInFacebookTikTokThe Leader Of Learning Podcast is a proud member of the Teach Better Podcast Network. For more information and to find other great podcasts, visit https://teachbetterpodcastnetwork.comMusic credits: https://www.purple-planet.com

One of the goals of this podcast is to shine some light on the accomplishments and hard work of amazing naturalists and educators like Amy Butler.  Her tireless work in the northern heart of Vermont has led to nature based programs for youth, wonderful staff training, public school partnerships and a thriving North Branch Nature Center. In our conversation, Amy shares details about her book 'Educating Children Outdoors', which is a guide for teachers and educators to achieve outstanding results for students of all ages.  She shares stories from her early adventures in earth skills, tracking and nature studies, and her work as a teacher in various roles and educational settings. We dive into a number of issues that seem to come up for all nature educators when they begin to partner with public schools, and Amy shares her successes from her extensive experience.  It is always inspiring and insightful to talk to someone who has been walking the talk for decades, and to hear about her new book. Amy's Book Educating Children Outdoors:   https://www.cornellpress.cornell.edu/book/9781501771903/educating-children-outdoors/#bookTabs=1 Website:   https://amybutlervermont.com/ Instagram:   @amycoyotevt               @topshackliftie X (twitter):   @amycoyote Affiliated Organization:  northbranchnaturecenter.org Join the Forest Educator Patreon! https://patreon.com/ForestEducatorPodcast Connect with Ricardo: https://www.foresteducator.com/ https://www.theforestboxforkids.com/ https://www.hawkcircle.com/ Linkedin: https://www.linkedin.com/in/ricardo-sierra-5980931/ Instagram: https://www.instagram.com/the_forest_educator_podcast/ Facebook: https://www.facebook.com/RicardohawkSierra

Get ready for an extremely important episode that dives into something that is affecting every district across the country. Today we are diving into how we can create the best learning environment for our EL students.My guest today is Andrea Bitner. She is an author, speaker,  educator, and consultant. In this episodes she shares so many takeaways on lessons that she has learned about creating amazing learning opportunities for EL students and their families.In this episode we discuss:Lack of knowledge never equaled lack of intelligence.When you meet someone learning the language for the first time treat that person as an asset not a deficit.Establish a school culture that is proactive and not reactive.Connect with the parents and ask them questions.Everyone in the building should know who the EL's are. Think about how you connect your EL's school wide, district wide, and county wide.Give students opportunities to showcase their gifts. And so much more!Bio: Andrea is a proud English Language Learner Educator just outside of Philadelphia, PA and in my 23rd year of teaching!  Throughout my 23 years in education, I have worked with students in grades K-12 as a HS English Teacher, Title 1 Reading Specialist, English Language Learner Teacher, and Teacher Mentor.  I currently work with EL students in grades K-12, and travel the country inspiring and supporting educators, administrators, and support staff in how to best teach, reach, connect, and communicate with bilingual students and families.    I am also the author of "Take Me Home," and a co author of "The Impact of Influence-Volume 3," and "100 No-Nonsense Things ALL School Leaders Shout Stop Doing."  Connect with Andrea:Twitter/X: @bitnerandreaInstagram: @andreabitnerbooksBook:https://www.amazon.com/Take-Me-Home-Andrea-Bitner/dp/1398418919/ref=mp_s_a_1_5?crid=1M664FDNO8W9D&keywords=take+me+home&qid=1706410771&sprefix=take+me+home%2Caps%2C158&sr=8-5

Great interview with the screenwriter of "Event Horizon", "Firestarter: Rekindled" and the "Mutant Chronicles".

Chatting With Azure Solutions Architect, Microsoft MVP, Developer, Microsoft Certified Azure Fundamentals, Blogger, Speaker, Teacher, Mentor, Manager- Barret Blake from Columbus, Ohio, United States- Barret blake said about his work and answered some of questions about his 20 years technology experience, it was wonderful chat. more info at https://www.smartcherrysthoughts.com

Nearly every parent wants to build confidence, resiliency, and character in their kids. The challenge for most is how we do that knowing the world is a dangerous place? Dr. Kathy considers this and gives insights to building character and resiliency without placing kids purposely in places where they'll fail or face harm.

At the time of recording Matt Cameron is the Penrith Panthers CEO . His club has recently won its 3rd straight NRL premiership in a row , played in 4 straight grand finals and have won multiple lower grade titles as a club . Listen to this whole episode and you will get a feel for one of the contributing factors to this clubs success. Matt's passion and philosophy of supporting others is clearly evident and is clearly a character trait that makes him such a successful leader .

In this episode of the Celebrate Kids podcast, Dr. Kathy discusses the topic of holding students back a grade in school. She addresses whether students who repeat a grade perform better academically than their peers who advance to the next grade. Dr. Cook references a study that highlights the potential benefits of early grade retention policies that prioritize mastery of foundational skills. The episode challenges the traditional view of school as solely focused on achievement and encourages a shift towards prioritizing skill mastery.

The Today show featured an inspiring story of a woman's long road to becoming a teacher, and the counselor who pushed her as a student and later as an adult! STORY: https://www.wdjx.com/teacher-surprised-by-mentor-who-saved-her-life/

Welcome to the Art Teacher Mentor Podcast, where we explore the intersection of teaching, art, and personal growth in and out of the classroom. Join veteran art teacher Lauren Nalty, as she shares insights, strategies, and inspiration to empower art educators and nurture creativity in students. Each episode, we delve into topics such as curriculum development, teaching techniques, fostering artistic expression, and finding balance between teaching and personal artistry. Whether you're and experienced art teacher or just starting your journey, this podcast serves as your mentor and cheerleader. --- Support this podcast: https://podcasters.spotify.com/pod/show/lauren-nalty9/support

GET A FREE 14-DAY TRIAL MEMBERSHIP TO MY ONLINE DRUM SCHOOL: https://bit.ly/2TpkJmJ Free series on how to create drum fills: https://www.stephensdrumshed.com/creating-drum-fills-signup/ Instagram: https://www.instagram.com/stephensdrumshed/ YouTube: https://www.youtube.com/user/DrummerEtc SDS Drum Camp Info: https://www.stephensdrumshed.com/sds-drum-camps/ Steel Woods Tour Dates & Tix: https://www.thesteelwoods.com/#tour

"Do Hard Things." -Kendra Herber Today's guest is an absolute ROCKSTAR. Growing up as an amputee was not easy for Kendra, but she has made the best of it. She runs, swims and bikes with a prosthetic leg and is currently one of the best Paratriathletes in the world. If her story doesn't inspire you to do great things, we don't know what will. :) Visit Kendra's website, here! On the Sidelines is presented by OrthoCincy Orthopaedics & Sports Medicine.

In this episode I will talk about how working with a Yoga Mentor is a great way to move your career forward as a Yoga Teacher. I will list 6 main benefits that I see from working with a Mentor...because being a Yoga Teacher is not as easy as it looks :) www.Lauragyoga.com/offerings --- Support this podcast: https://podcasters.spotify.com/pod/show/yogafocus/support

This week on the show, Dr. Summer Watson welcomes Smita Joshi, who is an award-winning author, avid yogi and teacher, mentor, and high performance/transformation coach. Smita is the author of the Amazon bestseller “Karma and Diamonds” trilogy, a journey of Self-discovery across continents and lifetimes. She had a 25-year professional history of working with Technology giants and transitioned from that to curating a personal and professional journey she is passionate about. She is also the host and creator of her YouTube channel, The Self Discovery Channel. You can follow Smita Joshi at: Website https://www.smitajoshi.com/ FB https://www.facebook.com/KarmaandDiamonds/ Twitter https://twitter.com/smita_joshi Youtube https://www.youtube.com/user/SmitaJoshiTV Instagram https://www.instagram.com/smitajoshi108/   Thank you for taking the time to listen to the KORE Women podcast and being a part of the KORE Women experience. You can listen to The KORE Women podcast on your favorite podcast directory - Pandora, iHeartRadio, Apple Podcast, Google Podcast, YouTube, Spotify, Stitcher, Podbean, JioSaavn, Amazon and at: www.KOREWomen.com/podcast. Please leave your comments and reviews about the podcast and check out KORE Women on Instagram, Twitter, and Facebook. You can also learn more about the host, Dr. Summer Watson and KORE Women at: www.korewomen.com  

Episode 93 finds the gals on the corner of Audacity & Advice with special guest, Zach Goldstein. Teacher, mentor & community activist, Zach helps break down the unpolished wreckage of academic competitiveness and social pressures facing today's High School students. How do these kids JUGGLE THE STRUGGLE, you ask? Fortunately, Zach Goldstein shares insight from his firsthand experience both in and out of the classroom, answers our questions and helps make some meaning out of the STRUGGLE TO JUGGLE madness! When it comes to guiding and motivating students to maximize their potential, Zach Goldstein earns the "Teacher Appreciation Superior Stamp of Approval!" If you are a parent, whether novice or veteran this is an episode you won't want to miss! Don't Forget To SUBSCRIBE, RATE & REVIEW Wherever You Listen To Podcasts. For More Information Please Visit: www.unpolishedtherapy.com Follow Us On Facebook & Instagram @UnpolishedTherapy Tik Tok @Unpolishedtherapy Twitter @UnTherapy Have Questions? Got Comments? Any Concerns? EMAIL US: unpolishedtherapy@gmail.com

The first step to solving the problem of teacher attrition is to admit that there is a problem. Some groups have already taken this step, and they are listening to teachers in order to create solutions that will retain teachers. These programs make a big difference, but their approach isn't the norm. In this episode, we hear about successful efforts to keep teachers in education, and we'll ask the question: Who should have the responsibility of keeping teachers in education?  Music:  Theme Song By Julian Saporiti  “Sunlight” by Nul Tiel Records is licensed under a CC BY-NC-SA license. “I'm Fat” by Blanket Music is licensed under a CC BY-NC license. “Keep The Prices Down” by Blanket Music is licensed under a CC BY-NC license. “Kaptan Hayvanlar Alemi” by Hayvanlar Alemi  is licensed under a CC BY-NC-SA license. “Grab a Bargain” by Scott Holmes Music is licensed under a CC  BY license. “Place on my Bonfire” by Lobo Loco is licensed under a CC BY-NC-SA license. “Your Paradigm Dial” by Origami Repetika  is licensed under a CC  BY license.  Transcipt My third grade teacher had a phone booth in his classroom. It was a full size, glass booth that was mostly sound-proof. The phone booth was the choice place to spend any indoor recess, but during class, it was used as the equivalent of a time-out. Our teacher was a mustachioed man who called his facial hair his “cookie duster” and wore tinted-glasses and thick collared polyester shirts,  If a student was misbehaving, he would point that student to the phone booth, and that's where the student would remain for the rest of the lesson.  Discipline reigned in his class. I'm not sure if this is a quality of 3rd grade teachers in general, but both of the 3rd grade teachers at my school at the time were strict, and my parents loved it. I appreciate  some of it now, but at the time I thought it was downright oppressive - especially disciplining groups of kids together, which I'm still not a fan of.  There was a week-stretch in particular where our class lost out on several recesses because a core group of kids were acting out. I don't remember what they were doing, but I remember the sinking feeling of losing out on the chance to play tetherball or football or to climb on those tractor tires that were half buried in the ground and always had a faint smell of urine. We were stuck indoors.  I complained to my dad about the injustice when he picked me up from school. I ranted about inequity and being punished for something I didn't do. And I remember his response clearly. He asked me if I was part of the problem or part of the solution. He had to explain what “solution”meant, and then he told me that I needed to think about whether I was helping or hurting the situation.  I realized that even if I wasn't doing anything wrong, I still might not be part of the solution. Like a whole gaggle of my parents' other truisms that I didn't want to hear at the time, this has stuck with me. We've spent the last 5 episodes looking at what factors, what problems, might be contributing to teachers leaving education. Over half of all teachers are considering leaving the profession, but there are teachers who are staying, some of them stay thanks to efforts made by organizations to convince teachers to remain in education. So, today, we're going to think about solutions that keep brilliant teachers in education, but we'll also ask the question, whose responsibility is it to keep teachers in education? This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 6: “Those Who Stay” Elizabeth Smith: I brought mimosas. I hope you don't mind. I met Elizabeth on the back patio of the Middle Fork restaurant in Lander, Wyoming. If her voice sounds familiar, it's because we heard from her earlier in the series. She wore a blue dress with flower print and she carried a binder and a tote bag. The binder had a copy of her research thesis about retention of teachers on reservations and from the bag she pulled two flute champagne glasses, a jug of orange juice, and a bottle of champagne. Elizabeth is a veteran teacher, she loves teaching, and part of why she loves it might have to do some with her background. As we drank mimosas under the shade of a tree, she told me about her unique upbringing. Elizabeth Smith: I have a very, very crazy back story. I was raised in a cult. And I dropped out of school in seventh grade. And I never went to high school. And we were raised in a situation in which we didn't have television or outside influence. So I was very isolated and programmed to believe a certain way. And so I got my GED when I was 19, the same year, I got my driver's license, I ran away from home twice, and was successfully out of the house and the religion, the high control, the second time that I left, and so my understanding of educators is completely different.   A quality of early American education that we learned about in the second episode was the idea that teachers would be taught in the education system themselves and so the education hierarchy would be ingrained into them – it was almost a pre-teacher training. Elizabeth didn't go to public school, so some of these stereotypical expectations aren't perpetuated in her teaching practice, which might contribute to why she loves it. Elizabeth Smith: I love what I do. I love teaching, I have high respect for myself, in the work that I do. I know the mistakes that I make, in reflection, for the most part, I'm sure there's some that I'm unaware of, but I enjoy helping people understand themselves, you know, because it's been a huge chore of mine to be able to get to the point where I have undone all the programming that I have experienced in life. And because of her youth, she was drawn to a sense of spirituality she found in teaching. Elizabeth Smith: Coming from a really hardcore, high control, religious background. I feel like I suffered spiritual abuse. And so disconnected me from myself, in a lot of ways. And so my whole life, like I told you has been spent trying to figure out who I am. And one of the things in teaching that you'll, especially if you read my research, you'll see that the spiritual connection with making relationships with other people and knowing that what you're doing is valued is a big part of spirituality. The research Elizabeth points to was tied to her Masters Thesis. She focused on why teachers stay, especially non-native teachers, in reservation schools. What Elizabeth found is that those who stay feel a sense of acceptance, a sense of appreciation that what they bring to a community is valuable. And this is why Elizabeth stays too. She feels like what she does matters. She feels a connection to her students and, for the most part, she feels valued as a teacher.  Elizabeth Smith: I've only taught on reservation schools. So I've only taught in Indian country and there is a cultural perception from Native communities that really value teachers. So that's one of the reasons why non-native teachers decided to stay and have such longevity in reservation country because there is an old school respect for teachers.  I want to be transparent here. Elizabeth isn't totally satisfied with her job - we're drinking mimosas because she just finished up the school day and wanted to wind down. During our conversation, Elizabeth pointed out her frustrations, which echo many of the frustrations that we've heard in this podcast. She explained situations where she felt devalued or not listened to or stretched thin. She admitted that after teaching for 20 years, the thought of leaving education has crossed her mind, but she said that as long as this year feels like things are getting better, she plans on staying in education. And this is worth pointing out - even teachers that are staying in education by choice have frustrations. I say by choice because there are the teachers that feel stuck because they are close to retirement, need the insurance, or need the immediate income. Part of what's keeping Elizabeth, even when she has frustrations, is the fact that she feels like what she does matters and that she feels valued in her community.  Those things might seem small, but we're at a point where many teachers are frustrated and feel neither value nor purpose.  I have felt that. The past few years especially - it didn't feel like anything I did in my classroom mattered, and too often when I met someone new and told them I was a teacher, they'd tell me a story about how bad their kid's teachers were or how they had chewed out some teacher for something that, when they explained it to me, was just a terrible reason. They acted righteous and I felt devalued by association.  What picked me up was this project - the one that you're listening to right now. A podcast that explores why teachers were leaving education was a thought I have talked with my wife about since she left teaching, but I never pursued it. Not until I saw and applied for a Fund for Teachers Fellowship, which is a grant for teachers who want to create their own form of professional development. This seems small, but it's kind of mind-blowing and has made a world of difference for me. Stephanie Ascherl:  Teachers don't usually get a lot of choice. Professional development is determined for them, it's very top down.  This is Stephanie Ascherl, she is the Chief of Staff at Fund for Teachers, and she's worked for the organization going on 18 years.  Stephanie Ascherl: What's unique about Fund For Teachers is that we empower the teacher to tell us, no one at Fund for Teachers will ever tell you what you should do to be a better teacher because we really trust that you know yourself and your students better than anybody. Stephanie was not a teacher herself though she wanted to be a teacher when she was younger.   Stephanie Ascherl: I wanted to be a teacher until I was in high school. As you can tell I'm soft spoken. And I had a teacher who just was like, You're gonna have to learn how to talk a little bit louder, or find another way to give back.  When she started with Fund for Teachers, she really loved it, and I can see why. What stands out about Fund for Teachers as an organization is that they listen to teachers. Even though Stephanie wasn't a teacher herself, she does exactly what we asked of legislators last episode, she, and the rest of her organization trust educators.  Stephanie Ascherl: I think, you know, here in Houston, we see think tanks, you know, may have a conversation with a group of teachers that then they take what they think they heard to the state legislator who then makes policy change, but why can't the teacher just talk directly to the legislature, like there's, we don't need all these middlemen, we need to invite teachers to the conversation and to participate actively in and with the people who are making decisions, and maybe how we're choosing the people who make decisions also needs to be looked at. Fund for Teachers is not a government organization. They are a non-profit, and Stephanie acknowledges they can't be the saviors of the American Educational system all on their own, but she knows that they are at least making a difference.  Stephanie Ascherl: I'm not naive, I know, there's bigger problems that we don't have control over. But I do hope that the, you know, we award about 350 to 400 teachers a year that those 300 to 400, people feel like they can do it another year, that they can keep moving forward, not just for their students, because that's what we hear so often is I don't want to leave the kids but that we really make them feel like they can do this for themselves. And that there are people that care, there are people that are invested.  I felt this tremendously. This fellowship did so much to make me feel valued, that there was someone out there who was rooting for teachers, and it makes a difference in teachers wanting to continue teaching - even if it's just for one more year.  Stephanie Ascherl: In a very small study we did regionally that teachers who received Fund for Teachers, fellowships are more likely to stay in the classroom than their counterparts who did not receive a fellowship. And this study is incomplete. But it also showed that teachers who just applied so people who could feel like there is opportunity, there is hope. And even just thinking about their practice, maybe in a different way. That even they stayed a little bit longer.  Even with their positive impact, Stephanie pointed out that people in academics or other educational bodies have been somewhat dismissive of what Fund for Teachers is doing for educators.  Stephanie Ascherl: Somebody referred to us, like as a warm hug once and I was like, You know what, I don't even care because we are a hug, and people need a hug. And people need that encouragement. And that's not going to make everyone happy. But I care about those three or 400 people I interact with a year, and that's really my priority.  For a teacher feeling burned out and devalued, a hug is pretty dang nice. I needed that acknowledgement that I am a professional and enough of an expert to recognize what I need to be happy and successful in the classroom for another year. Policymakers, School Boards, Districts! Take note! When trying to solve the problem of teacher attrition, think WWFFTD. What would Fund for Teachers Do? Start by listening to teachers, let them decide what they need, and be encouraging and supportive - teachers need both a metaphorical and literal hug right now.  Acknowledgement is validating, and it gets at the heart of what Fund for Teachers wants to do despite how teachers are being treated across the country. As we've heard before, teachers haven't been treated like professionals. Stephanie thinks it is in part because non-educators don't want to think about it.  Stephanie Ascherl: I just think that, generally, as a society, we choose not to understand what happens in schools.  Stephanie Ascherl: People put their blinders on. And they don't want to acknowledge that there is an issue that needs to be solved. And they don't want to know any different because then you'd have to take action. When there's this kind of like, monolithic, almost problem. It's almost like you just don't know where to begin to help. And so you don't know what to do. And then you're almost frozen to inaction.  For Stephanie, for Fund for Teachers, this shift towards action and treating teachers as professionals to be valued begins with valuing education, which means inviting teachers to the table when decisions about education are being made. They are doing this by awarding grants for projects that are created by teachers. To get teachers feeling invested, they need to be involved, they need to be invested in.  Stephanie Ascherl: Fund For Teachers, invests in teachers, and we invest in their self designed professional development. Why should we treat teachers any different than any other professional. If I want to go learn more about marketing, or how to engage my board or things like that, I can do that. And why would we deprive teachers of that opportunity? And districts aren't meeting that need? And that's where fund for teachers kind of comes in? Along with giving teachers the resources and freedom to design professional development that is individualized, Fund For Teachers also puts a lot of faith in what teachers get out of the fellowship. Remember a few episodes back when we talked about authentic experiences feeling superficial once they are measured? A part of why Fund for Teachers helps keep teachers in education and excited about learning is because they remove the barriers that teachers typically run into: like a lack of autonomy, feeling devalued, and being held to inauthentic standards Stephanie Ascherl: We're not really into data. So we're not some we're not, we're very different from a lot of organizations that, you know, while we're trying to get there, it's never really been about improving test scores. It's really about what your problem is today, and how we can help you solve it. And so when we talk about impact, it can come in many forms is a teacher feeling renewed, and recognized for their efforts, and they want to stay in the classroom for another year. That then it kind of morphs into students seeing what could happen if I had my own agency, if I took control of my learning, what kind of change could I make in my community or my, just my school or my life. So it has this this wide like spectrum of benefits. And they're really dependent on the teacher themselves in the project that they did. In simpler terms, Stephanie said their organization wants teachers to feel good about themselves, which is an absolute need for teachers at the moment.  Stephanie Ascherl: But I think holistically as an organization, we want teachers to walk away feeling trusted, respected, and encouraged because we know they're not getting that.  I'm proof - this approach works. But again, they're a small non-profit organization. What Fund for Teachers is doing, is not a national solution to teacher attrition on their own, but it could serve as a model. And Stephanie hopes that's what happens. Stephanie Ascherl:  I really look forward to the day that Fund for Teachers doesn't have to exist, because that would mean that teachers are getting the resources they need. And professional development that is meaningful and authentic is just happening. It's not this really unique thing, because Fund for Teachers is the only organization in the country that allows teachers to design their own professional development.  But until schools have the funding and willingness to give teachers the freedom for authentic teacher-driven professional development, Fund For Teachers will be here, and they can be a spark or a lifeline for teachers that want to stay. And even if they're that warm hug for teachers, they're a warm hug that offers resources too. Here's what Stephanie has to say to teachers that might need that something extra to keep their morale up and to keep their interest in teaching. Stephanie Ascherl: We're offering you up to $5,000 an individual to do something during the summer that you know is going to make you a better teacher. And that's going to have a great the greatest impact on your students and school community. And we'd really encourage you to take advantage of that. Not only for yourself, but for your students.  As Stephanie pointed out, the fellowship gives teachers a ton of freedom - more than I've ever experienced as a high school teacher. I got to choose what I wanted to do. So, I focused on research, writing, and activism through podcasting, so that I could create authentic units tied to each of those things back to my classroom. And it has been an amazing experience. It feels so good to be trusted as an expert and a professional. So much so, that I got emotional when I told Stephanie this. The start of this year was the best I have felt coming back to school in several years. I had a sense of confidence and purpose that are a direct result of this fellowship.  Other teachers who have received their own fellowships reported similar reactions. They were thrilled to be treated like professionals. And these kinds of experiences can translate to effectiveness in the classroom when teachers are trusted to apply what they've learned into the classroom. When teachers feel confident and trusted and excited about what they do, that has a direct result on the experiences of students.  Lindsey Freeman, a former High School Agriculture Teacher, has a great example of the impact teachers can have on students when they feel good about what they are doing. Lindsey Freeman: And when you're traveling with students, you've got to make sure that they're fed and watered and taken care of, and it's a little ag pun Ag can provide those unique opportunities for lots of adventures, field trips, and activities because they are often associated with the Future Farmers of America, or FFA, which is a club that has events and competitions that kids can take part in.  Lindsey Freeman: So that's a lot of pressure for the teacher to make sure that not only they have their basic needs taken care of, but they're having the experience that maybe I had when I was in their shoes. And so we went on a trip one time, and I had some students with me, and I can remember I'm driving the suburban, and I'm just thinking, like, we're listening to music here. But these kids aren't really talking to each other. Are they having a good time? I don't know if I'm doing my job, right. And then so we go, and we do our thing. And then we come back, and we're on our way back. And this kid is sitting in the passenger seat, and he says, This has been the best week of my life.  This has stuck with Lindsey as a highlight of her teaching career. And for this student to have had the best week of his life, he needed a teacher like Lindsey who felt supported in her role and who had the resources to take her students on an adventure.  Lindsey liked teaching high school, but she took advantage of an opportunity to work at the University of Wyoming on a whim. She is still active in Wyoming education, and when I sat down with her, she had just been hired on as the Ag Program Director at Laramie County Community College. We sat in her new classroom surrounded by Cow Anatomy Flip Charts and diagrams explaining different pork and beef cuts, and Lindsey pointed out that as we work towards change that will help keep teachers, it can't just be policy-based. Lindsey Freeman: I think policy can go a long ways to help do some things, but it can only go so far. And so I think we have to think beyond policy to try to find, and because there's many factors to the problem, there's probably many solutions to the problem.  As we heard multiple teachers point out throughout this series, there isn't a single factor that is pushing teachers out of education - it's a layering of factors. So, Lindsey thinks there needs to be a multitude of solutions. Lindsey Freeman: I don't think you can pinpoint one thing. And I think that maybe we're kind of spinning our wheels where we're trying to combat this teacher shortage, is we're trying to pinpoint the one thing, or the handful of things. But there are a few things that would help. Lindsey kept coming back to one thing that could do a lot to help teachers want to become teachers and to stay once they are teachers.  Lindsey Freeman:  I hate to say that it's all about the money. But it's hard even to recruit young people to enter the teaching profession, when they could go with the same set of skills and competencies and make a lot more money. I don't think teachers go into teaching to get rich, but they have to they have to be able to maintain a decent lifestyle, or they're gonna go do something else. And then and then they can so I don't think it's, I don't think it's realistic to expect teachers to, you know, live in poverty and continue to do this job.  Every time the call to pay teachers more comes up, we hear the rebuttal, “Well, where will that money come from?” and Lindsey acknowledges that that is a problem that needs to be solved. Lindsey Freeman: Because like, where does that extra funding come from, to, you know, support, teacher salaries. But I totally understand that, that if there was an easy solution, we would have probably found it by now. With this said, there are efforts to raise the wages of teachers at a national level. Most recently, Florida Congresswoman Frederica Wilson introduced the American Teacher Act, which would raise the minimum starting teacher salary to $60,000 and adjust for inflation. To put this into perspective, the United States' average starting  teacher salary, according to the National Education Association in the 2020-2021 school year, was just below $42,000. This Act, if passed, would help. Lindsey pointed to one more adjustment that needs to occur as we recruit and train teachers.  Lindsey Freeman: We have to do a better job of showing young people how hard teaching is, and still encouraging them to pursue teaching as a profession in spite of that, because it's not going to be easy. And I think maybe that's part of the reason why we lose so many teachers early on, is because they're, we didn't we were upfront with them and honest with them about how hard it actually is because, like, personally, for me, I'm afraid that they're going to not want to teach after like I, you know, tell them and this is hard, this is hard.  People go into education with misconceptions about what teaching is going to be. Like we talked about in an earlier episode, teaching isn't a movie. Lindsey wants to have a system that helps people recognize just how difficult teaching will be and to support and help teachers through the difficulties of teaching. Lindsey has been working with a group of people trying to address these difficulties in teaching.  Lindsey Freeman: Yeah, so I've been working at the University of Wyoming, with a group of faculty and well, a large group, actually, that they're developing a Wyoming Educator Mentor Corps. And so there's a lot of work going into mentoring. And hopefully, that can eventually and we might have to be patient, but hopefully, that can eventually trickle down into helping early and mid career teachers. Not just survive, you know, but actually be successful in like their job.  The Wyoming Teacher-Mentor Corps is  a program designed by the University of Wyoming to, quote, “foster teacher excellence and provide expert support for emerging teachers.”  The idea behind the program is that teachers, especially new teachers, need support, and veteran teachers often want to take a new step in their career. Currently, if a veteran teacher wants to progress their career that usually means becoming an administrator. This program hopes to give veteran teachers some agency and purpose by helping other teachers.  To learn more about the Teacher-Mentor Corps, I met up with Colby Gull, who is the Managing Director for the trustees education initiative in the College of Education at the University of Wyoming, and is a part of the Mentor Corps. Colby Gull: So really, the idea behind the Mentor Corps is we want teachers to be happy in their job.  Colby has five kids, and he explained that he wants his kids to be with teachers who are happy and who love them. Colby Gull: If they get teachers who are unhappy and feel unsupported and don't love their jobs, and don't love the kids, because they don't love the work, then that's not a that's not a good place for anybody. And so we hope that the Mentor Corps can help provide that support, so that teachers do feel supported and loved, and they do have a place to get additional support. And they can so that we will build a community of teachers who can support each other, whether you're in the same school or the same district or the same state. We want to have that support system built and structured. Colby was a high school teacher, a principal, and a superintendent. He has a good idea of what it feels like to be an educator, and he wants a system that would have supported someone like him who felt overwhelmed when he got into the classroom.  Colby Gull: And then I got in the classroom, and it wasn't what I expected. And the kids weren't all eager to learn and excited for me to be there, they did not love me and think I was amazing. And I would just, I would get home, I'd wrap up the school day and just feel downtrodden.  Because teaching is hard. This is a theme. Colby emphasizes the difficulty of education because it isn't something that seems to get a lot of legitimate attention. For Colby, we can help prevent teachers from leaving education by starting in teacher preparation programs, which might need a little adjustment themselves.  Colby Gull: In teacher prep programs, our faculty are like, they went through a teacher prep program, they were classroom teachers, and this is how it's been done. So somebody's probably gonna get mad at me. But we've always had this same mindset of this is how it's done. But I think fear, I think, discomfort on students part on teachers part on parents part. Well, that's not how we did it. This, that's not how I've ever done my classroom, why would I change now. And the legislature wants a little more control over things than that. And it's easy, it's easy to measure, seat time, it's a little harder to measure some of the other things that we're trying to measure. So Colby wants to see a shift in what we value, maybe this would mean a shift towards the joy of learning, like Chris Rothfuss said last episode. This is where the Mentor Corps will help. Colby Gull: I think that when we're new in a position, we don't know what we don't know. So we don't know what questions to ask. And having somebody that has some experience that has some training in mentoring. We will be helpful to just preemptively say, here's something that's coming up. When I spoke with Colby this summer, they were just getting ready to train a cohort of teachers to be mentors. In many of these episodes, we've discussed the value of expertise. When thinking about what teachers need, it's worth speaking with teachers. With this said, in order to train mentors to help other teachers, the Mentor Corps has sought the expertise of entities outside of education to address some of the issues educators are having within education.  Colby Gull:  And we're not focusing on any K-12 skills that you would technically think about as K-12 . But we're going to focus on how to communicate effectively how to talk to somebody, and how to listen to somebody so that when you're sitting with your mentor and mentee having a conversation, it's meaningful, and there's good feedback going both ways, which is another skill we're going to work on is, is giving and receiving feedback.  Along with better communication, the program will help train mentors, with the help of Leadership Wyoming, to find a better work-life balance, which is a major struggle for teachers. Colby Gull: We get out of balance really easily. And I think to a large measure that is to the detriment of our mental emotional health. And so we have, we have a strand on work life balance. And so we'll get introduced into that. And then we'll do a little piece about friendships and building relationships and having a trusting relationship, and confidentiality so that when they walk away, they'll have an introduction, all of those skills. And that's what we'll focus on over the 18 months are those skills and how they develop them.  So mentors will work through the mentorship program over the course of 18 months.  Colby Gull: And that's what our funding is for is for those three cohorts of mentors. So by the end, we'll have trained 60 mentors, 60 or so mentors. And then we'll develop a model of how that gets spread down through the state. So we can have a bigger impact than just 60. Because there are 350, some odd teacher opening jobs in Wyoming. So we need to have enough mentors to support all of those new teachers. The goal of the Teaching-Mentor Corps is to help teachers support teachers. They want to give teachers some agency and help construct a support system that will hopefully help both new and veteran teachers stay in education. This is a noble goal. Fund for Teachers and the Teaching-Mentor Corps won't solve teacher attrition on their own, but they will help keep some teachers in education. But as Lindsey pointed out, we still need solutions that result in valuing teachers, which means paying teachers better. When I asked Colby if the mentors participating in the Teacher-Mentor program will be paid for their mentorship of other teachers, he said no, not at this time. The program is a pilot and they could only get enough funding to pay for the training for the mentors. This is no fault of Colby or the program. I think this program is wonderful, and I would encourage anyone in Wyoming interested to apply to become a mentor.  But I do want to pause and draw attention at the larger reality this points to. When it comes to keeping teachers in education, the burden often lands right back on teachers.  The solutions to keeping teachers often requires more work, more time, and more stress, all for minimal to no compensation. Whether this is mentoring other teachers, going to legislative sessions or school board meetings, being on committees or task forces, writing for grants or fellowships, or making a podcast, it all takes time and almost all of it is done during a teacher's “free time.” When will the burden of keeping teachers in education fall to non-educators? Will it be when enough teachers leave? Will it be when teacher attrition gets to a point that becomes inconvenient for non-educators? I honestly don't know that we'll get to this point because people that teach care so much - that might be their tragic flaw. Several of the teachers that I spoke with over the course of this project were working on their own projects or going back to school to try to be part of the solution. And they do it because they care. These are people like Gary Martin who taught on the Wind River Reservation and went back to school for education. His dissertation is looking at how student trauma is being transferred to teachers and contributing to their attrition rate.  Gary Martin: Well, the attrition is crazy, because it's like, there's no stability, like teachers are staying like one or two years. And then next, you know, they're going to another district and I don't know about a lot of the students in, in other areas of state, but it's just like, students in general need, like stability. I mean, it's, the stability factor is lacking, especially when teacher that attrition is so high.  He knows that teachers leaving is hurting kids, but the onus should not be placed on teachers to stay so that kids aren't hurt. That rhetoric is used often, and it's tremendously manipulative. The programs that are trying to support teachers need to be funded and supported, and the burden of keeping teachers can't be placed solely on teachers. Meanwhile teachers are realizing that they have a lot of really great skills that can be applied in other careers - contrary to the thought that those who can't do, teach. So if we want to keep teachers from leaving education, it might mean shaking up the way things have been done and taking some notes from groups like Fund for Teachers or the Teacher Mentor Corps who are actively trying to help teachers by asking teachers what they need, so that maybe we can have a system where teachers want to stay. Or, teachers will keep leaving because they can. Next time, we will be hearing from teachers who have left teaching, how they left, and how their lives are now.   That will be next time, in the conclusion of Those Who Can't Teach Anymore. With only one episode left, we want to hear from you. We want to hear your reactions to the podcast, or personal stories about education.  If you are interested, please record a voice message that includes your name, background, and message, and send your recording to those who can't teach anymore at gmail.com for the chance to be included in a bonus episode. As always, thank you so much for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. Word of mouth has done wonders for getting this podcast to people who need to hear it.  This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Jennica Fournier. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Stephanie Ascherl, Lindsey Freeman, Colby Gull, Elizabeth Smith, and Gary Martin for taking time to sit down and chat with me. If you are interested in applying for a Fund for Teachers Fellowship you can find their website at fund for teachers dot org. If you are interested in learning more about the Wyoming Teacher-Mentor Corps, there is a link in the transcript to this episode, and I will provide a link on our instagram page @thosewhocantteachanymore.  This podcast is funded in part by the Fund for Teachers Fellowship.  

Welcome to Studio Notes with Sasha DeWitt - a new podcast for creatives where I'll be chatting with a variety of artists about their creative journeys as well as the nuts and bolts of what goes on behind the scenes when making artwork. This podcast is for artist and art lovers alike. I hope it'll inspire those who are thinking about pursuing art as a career as well as those who are already on their journey. Episode Notes: In this sixth episode I chat with myself about my journey - okay, really it's a bit of a stream of consciousness ramble about how I started out as an artist and how I got to where I am today. Usually I write detailed notes, but this time - well, it's such a long, convoluted journey I don't know if I have the energy to write my own notes having just interviewed myself! Hopefully you'll give it a go. Just to note I do talk about health issues, grief and surgery so if you're not in a place where you can hear about that then feel free to skip. Other than that - I hope you enjoy it and make it to the end still awake! (Although I use podcasts to help me sleep - so if that's you - then this is the episode to encourage sleep.) To find out more about me: Website: https://www.sashadewittstudios.com On Insta: @sashadewittstudios https://www.instagram.com/sashadewittstudios Also with big thanks: This episode has been made possible with funding from the Arts Council England as part of a DYCP grant I received.

On this Episode we have a Special Guest. Dr. Davis McAlister. He is a Doctor and much much more. Here is his story listed below

Join me as I share my story of uncovering and healing my wounds around toxic relationships with past teachers and mentors.    This is a topic so many horsewomen and men from all disciplines and paths can relate to because so many of us have sought out teachers to support us in being the best riders and caregivers we can be for our beloved horses.   It is a space where so many of us have abandoned ourselves and given away our inner authority in the name of love for our horses. But the truth is, no one can know our horses as deeply as we can when we are in connection with them on a soul level. And for so many of us, this journey of healing our teacher/mentor wounds is a significant step in reclaiming our voices and our sovereignty, not only for ourselves, but for our horses.   I also share some ways you can dive deeper into learning about your unique path  and purpose in regards to your work in this lifetime.   I hope you enjoy this episode and have some fun learning about yourself in the process!   www.equineelevation.com Instagram: @equineelevation

Các bộ môn tâm linh thì không thiếu để bạn tìm đến những người hướng dẫn hoặc làm dịch vụ tâm linh khi cần. Nhưng làm thế nào để thực sự tìm một người phù hợp với ý nguyện và hành trình của mình? Tập podcast này, mình chia sẻ những điều mà mình luôn tự soi chiếu để tìm người hướng dẫn đúng nhất. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Fire Lotus the Witch is 29 and currently resides in Florida.They have been a mentor and teacher for almost 5 years and started sharing their practice on a Facebook page, which eventually grew to a YouTube channel where they created a podcast and later became a creator on TikTok.They began researching Witchcraft and Wicca around the ages of 11 or 12 and fully started practicing their craft at the age of 13. Fire Lotus has come a very long way and gone through all types of changes when it comes to the magic that they practice.Presently, Fire Lotus describes themselves as a witch, they are a witch who practices different types of magic, those different types being; Appalachian folk Magic, Southern Conjure Death Magic and then something he like to call Instinctual Magic.Fire Lotus has worked heavily with their ancestors and land spirits. Depending on the working that they're doing, depends on which deity they call upon.Fire Lotus is also gifted at being able to channel spirits and continually building their connection and abilities. Most of their channeled messages from spirit come through during client Oracle readings. Presently they have been offering two types of community spell work services, a community candle (which is always free) and then the other one depends on the month of which specific theme.SOCIAL LINKS:https://linktr.ee/FirelotusThewitchCustom Spell Work requests or Oracle Readings by Fire Lotus:firelotusthewitch@gmail.comBeyond The Tinfoil Hat is a weekly podcast brought to you by The Experiencer Support Association. Every week we dive into topics that are deep into the realm of the unknown. Ranging from topics between #ufos, #ghosts, and #monstersThis podcast is hosted by Ryan Stacey and is designed to educate and assist the public in understanding the blend of every phenomenon happening in the world. Our guests often include eyewitness testimony.www.experiencersupport.org

Content is king. And video content is... an EMPEROR! It was hight time myself and Kate @balancing_teachers collaborated so I invited her to talk about a highly relevant subject to online teachers trying to develop their business using social media - video content. Kate is an online Teacher Mentor and a teacher who runs her own language business and has had great results from posting regular and valuable video content. She also shares her knowledge and expertise with others regularly. We're both very aligned in our approach to helping teachers develop business mindset and skills so this chat was a pure pleasure! Our chat revolved around Kate's long journey on Instagram, what her first and biggest mistakes were and most importantly video mistakes that people still make on reels, stories and other types of content. Give it a listen to find out how to maximise your own use of video on social media. Link in bio

Teachers with a passion for the Great Lakes are sharing their expertise across the region with other teachers in a program that benefits the educators and their students. The mentor program, organized by the Center for Great Lakes Literacy (or CGLL), is funded through the Great Lakes Restoration Initiative.

Teachers with a passion for the Great Lakes are sharing their expertise across the region with other teachers in a program that benefits the educators and their students. The mentor program, organized by the Center for Great Lakes Literacy (or CGLL), is funded through the Great Lakes Restoration Initiative.

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My guest today is Phil Johnson, Phil helps powerful people remember just how powerful they are. He leads from the front having spent the past 54 years on his own personal journey and the past 21 years as an executive coach, teacher and mentor. Phil is the founder of Master of Business Leadership program, where he helps extraordinary people become extraordinary leaders. Phil helps his clients see what they cannot see. Life-changing insights offer the potential for an exponential life filled with exponential success. There are MBL alumni in the US, Canada, UK, Europe, Japan, Germany, Bosnia, Africa, Australia, the Middle East and Saudi Arabia. Contact Phil: https://www.linkedin.com/in/philipjpjohnson/ If you enjoy the podcast, please subscribe and leave a short review on Apple Podcasts, or wherever you listen? It takes less than 60 seconds and it really helps. If you enjoyed this episode buy me a cup of coffee, make it a large: I'm trying to keep this episode free of advertisements and could use your help with the cost of bringing your this fun and entertaining podcast. Anything you can donate to the cause is greatly appreciated. To donate go to: https://www.paypal.com/paypalme/sifuRafael Subscribe: https://podcasts.apple.com/us/podcast/coaching-call/id1546026323 Please leave a star rating and a review here Follow Coaching Call: Facebook: facebook.com/coachingcall Instagram: instagram.com/coachingcall Email: maxfitness@optonline.net LinkedIn: linkedin.com/in/maxfitness Youtube: https://bit.ly/coachingcallYoutube to watch the full interview. --- Send in a voice message: https://anchor.fm/coachingcall/message

We keep it absolutely real in my conversation with Xavier Jones. He has been powerful force in the restaurant industry in Western Massachusetts and beyond for two decades. He's seen great success, devastating failures - and amid it all - he has only strengthened his faith in God and in his path. I hope you'll enjoy this episode that sheds new light into Xavier's story and his passion for life. Oh, and by the way, did we mention he's opening a new restaurant, which will undoubtedly serve as a vibrant centerpiece to a revitalizing town of Adams in the Berkshires of Western Massachusetts. Xavier is originally from Philadelphia and trained at Le Cordon Bleu Institute of Culinary Arts in Pittsburgh. His past work experience includes the Red Lion Inn in Stockbridge, MA where he gained experience in New England and French cooking. He worked as a Sous Chef, Chef de Cuisine or Executive Chef at: Spice Restaurant, Pittsfield, MA Masse's Ocean Bar, Chicopee, MA Viva Fresh Pasta, Northampton, MA The Thirsty Owl, Saratoga Springs, NY I bring my love of food and people to all that I do. --- Support this podcast: https://anchor.fm/john-krol/support

Krista Griffin: CCIRA's Early Career Network00:00:00 Molly RauhHello and welcome back to this CCIRA Literacy Conversations, podcast. I'm your host Molly Rauh with my co-host...00:00:08 Jessica Rickert...Jessica Rickert. Today's podcast features, Krista Griffin, who's the co-chair of CCIRAs early career Network committee, the early career networks work centers around supporting pre-service teachers and teachers early in their career. Krista shares learning opportunities at the conference and how new teachers can add to their toolbox. Well, welcome Krista. Thank you so much for joining us. And we're excited to hear a little bit about the early career Network committee for CCIRA.. So can you just kind of dive in and start telling us about that?00:00:46 Krista GriffinSure, the early career network is a committee that is really focused on how we can support pre-service teachers and early career teachers as the name suggests. So we know that either there's there's a lot of support that that new teachers need pre-service and in-service. And we also know there's a void in that in that arena. So we really need to figure out, how can we? What can we do? And we're thinking about this from I'm at the university, the university standpoint, but from CCIRA, what can we do? Because we know that we've all benefited from um, the wisdom and help from others in our careers. And so we're just we just think about what can we do? How can we? How can we support students, pre-service teachers and in service in, in their desire to be stronger literacy teachers? So we have a focus on trying to help, trying to think about what can what we can do with the conference, but the CCIRA Conference. So we've done lots of different things. A lot of a lot of what we stress is networking and introducing them to principles and introducing them to other teachers and letting them hear that basically, they're not, they're not alone, they're not, you know, the some of the questions that they have and the imposter syndrome feelings that they might have, or ones that we've all felt. So that's that's something that we do at the conference level is host a luncheon, bring in people. We're trying to figure out how we can make this more than just a once-a-year conference thing and covid - we have some good plans going in and covid was like "Naw." So what we'd like to revisit our plans again and figure out what can you know, what is it, that our early career people need? And how can we? How can we support them? So we've investigated different social media platforms. You know, we thought if we had a Facebook page and we're like, no those are for old people. And then we, we're just trying to figure out what's you know, how can we? How can we keep us, how can we create this support network? Because right now it's pretty, you know, we meet, and we get a lot of momentum at the conference and we'd like to put that momentum to continue. I don't know if that answered your question, but that was a lot of information about what our goals and aspirations are.00:03:29 Molly RauhWell, and I'm also curious, Krista. How did you get into this role of helping to coordinate ECN?00:03:37 Krista GriffinYeah, you know, I ask myself that all but no, just just kidding. No, I some I have taught at the University level for for several years. And when I first got well, when I was an undergraduate, I had heard about CCIRA. And that was a, you know, quite a long time ago. And then as a master's student, I got a grant to come myself that paid for me to attend this event to buy supplies. And so I thought, wow, that you know, that's a really great thing as we pull as we pull people in. But then when I got to Metro where I currently teach the professor that with that was there was said that we could get these memberships and we could take students. And so what she did was she just gave out the memberships. And I said, wait, what if we went with them and what if we, you know, made it a thing. So at my University, I figured out how I could. My students could apply for student I'm travel grant, and we could get paid for. So, so then, for the last, I think it's been 10 years. I've just been collecting students who want to go helping them receive the grant and taking them. So it was a kind of a natural thing. So I would take them. And then friends who were running the early career Network in years past from UNC would talk to me about this. And then that's kind of, and then you know, the next thing I know I'm my name is on the thing. So anyway, it aligns with my passion, which is preparing pre-service, and also early career network teachers in it. But that's that's how it evolved was I was bringing them, and they're like, hey, you're bringing them anyway. Let's make you official.00:05:32 Molly RauhWell, and that, you know, makes me think. And this is actually something that I've brought up before. But teachers, if you're out there listening, and you have connections for awesome professors at different universities in Colorado or and nearby, who would do awesome work like Krrista's doing, we need you, because I think, you know what, what you do for your students would support so many new teachers in doing their best work. I didn't get started at the University level, but, you know, as a first year teacher does early career, is it the first three years that you guys support? Or just the very first year? First three?00:06:14 Krista GriffinI think it's one two, three years. Other people have said 125. I feel like we're all inclusive. If you are considering yourself, an early career person, and we would love to support you.00:06:24 Molly RauhYeah. So, like I got started my very first year, and, you know, you were talking about that networking, peace. And, you know, I had so many great connections, not just in my building, but in my district, and later on in nearby districts, because somebody pulled me in in the beginning. And, you know, I think all those people have allowed me to stay in this career, even when things get tough. So I, you know, I think that early career network is a beautiful thing to help those new teachers get started and really feel supported and be able to do this job, especially in what's become a pretty tough climate to teach in. So, you know, you talked about what you do with your students. So what are some of those fun things that you're working on that covid kind of messed up, that you would like to see happen, that maybe teachers around the state hearing this can say, hey, that's something I can do, even if they're not officially in a roll with CCIRA. But things they could do to help, kind of build, yeah, an unofficial early career network.00:07:38 Krista GriffinYeah, I think that some of the some of the ideas that we had talked about in, maybe the last three times that we had done these, our luncheons at CCIRA. We had talked about meeting in the summer. So having some kind of a summer get together. So and it, it doesn't have to be summer, and it doesn't have to be around a training. But whatever ideas was to bring in somebody, you know, to do some PD that's specific and, and and very, you know, just something that that early current teachers would really, really go to, because a lot of the professional development that are that we are required to go to may be necessary but it may not be our passion or what fills us and brings us joy or meets, you know, the very direct need that we have at the moment. So that's one of the things that we're thinking about is, how could we have? Because see CCIRA has so many great sessions for students to attend. It is students come away from that, and teachers just so invigorated. And so they, but they get all of it at one time, right? And? And there becomes an overload at some point. You're like, great. And so we thought, well, if we can do something at a different point, maybe, you know, maybe in a kind of a midpoint in Denver, maybe, or the other thing that we were thinking about was how we could get our councils more involved in in the early career network and maybe figure out how they can reach out, empowering council members to reach out to new teachers in their schools and districts. So maybe having some little campaign that is grass roots from schools. So that, and then once we build, you know, we don't want, I will build it, and they'll come type of thing we want, they'll come, and we'll build it because it should be based on the needs of, you know, what those teachers are feeling and needing. So those were some of the things things that are percolating that we hope to be able to to continue to support. And and to we always. This is true of students of any age teachers of any age. Everybody is motivated by different things and needs different things. And there's no one-size-fits-all in anything. So we can't assume that we know, you know what a specific groups needs are we want to know from from from all of them, what are they? But sometimes saying, what do you need is overwhelming? And we're like, "We don't know what we need besides wine and chocolate!" So coming up with some amount of choices like, you know, we know and. And and we also know that that's motivating right? Like research on motivation says, controlled choice is also motivating, and sometimes is even helpful when, when we're not sure what we need. So those are those are just things that we were considering. And the other thing that I was thinking about, when you were talking Molly, is that one thing that we know is if we can get people, especially students, or early career, we can get them to come to CCIRA once we can most likely get them to come back again. And so if it becomes a part of their professional development early, then it becomes something they can look forward to, and they can invite their friends to their, you know, at their schools. And then it becomes both both a learning and a social time of joy. So anyway, that was another thing I was thinking of when you were talking.00:11:23 Molly RauhNo, I agree with that, because they got me that very first year. I have only ever missed CCIRA once in my teaching career. One time. And I need it like I get to February, and I'm like, "Give it, to me!" It, you know, it gets me excited, and I'm always ready to come back and try new things. And, you know, even when I registered earlier this year, it was just like, oh, what do I need this year? What am I, you know, because switched to a new district and a new level, and there's plenty of things I'm struggling with. So it's like, you know, it's this place where I go, and I feel empowered to do the things that I need to do as a teacher. And I want every new teacher to feel that way.00:12:03 Krista GriffinYes.00:12:04 Jessica RickertWell, and I'm wondering, you know, a lot, if you're in a bigger district, you're getting a lot of professional development as a teacher. And then I know that there are different licensure requirements. So you're having that PD on top of that. So what would you say to these new teachers that are in their first couple of years? Like, why would you go to the CCIRA conference? Because you have all of this other PD that you're getting?00:12:33 Krista GriffinYa, I think, I think, you know, the why for anything, it's something that that's really important. I think the why is choice. At least it is for me, you know? I mean, there's professional development that we have to do that's part being a teacher, and that will never end. We will always have something that we were required to do by the district. And and sometimes that PD can be wonderful, but we don't get to choose most often. So what CCIRA provides is, is choice, and it's very tailored to what you need in the moment like, you know, this is what I need. The other thing that I was thinking about when you ask this question is professional development can be overwhelming. And I think what happens for many of us when we're in professional development is it makes us feel inadequate, right? We hear this, and somebody gets up there and talks about what an amazing thing they've done and how wonderful their classroom is. And we're thinking that is not what my classroom looks like at all, and that that can be intimidating. But but what I've experienced at CCIRA is authentic-ness and real, and and not just sharing, you know, the beautiful Pinterest version of their classrooms, but also the realness. And and I think that I think that that is really confidence, like it instills confidence and teachers, because the presenters are real. And they're also not there to sell you something, which is another thing that happens at conferences is you're like, okay, I get it, you want me to buy your book. And and so that you know it, that's a that's a thing, the tough one. And the other thing that I that I think is true for students at CCIRA, or for any teachers is that even if you're listening to something and you come away with one thing to try from this one, and it's one small thing. And often it's one small thing I can try on Monday, right? It's not this. This is how you're being evaluated, right? That's a different kind of PD, or this is you must pass to whatever. So it's so it gives us here's something to try on Monday from this session. It's low stakes, right? It's low stakes, it's it's empowered by choice. And then you also get a chance to talk about it with others. You know who maybe aren't in your District can you can be like, oh, it doesn't have to be this way. This isn't the only way to do it. You get those those opportunities that are very natural. And as, as you know, and as anyone listening, to this can tell, teachers really like to talk. And so being able to do that in response to non-threatening professional development that you have chosen either because you're really passionate about it, or because you're like, I am not good at this, or I am struggling with this concept. So you're choosing it for lots of different reasons. And there's just such a plethora of things to choose from. For me, that's why you would, you would, you know, be thrilled to attend CCIRA as an as a new educator. And you guys, the ECN has well, there's two sessions that are designated ECN. So I know that Maria and Katie Walther are hosting a session that anyone can attend, but really geared towards people in their first years. But then you guys are hosting another session. So do you guys, do you want to tell us a little bit about that? Sure, that what we're doing is we're doing we the luncheon, and I believe it's on Friday, and I believe it's number 256, -356! I was so close. I'm a literacy Professor. I have not a math person. And so so you do sign up for this. And the reason that we ask you to sign up for it is so that we can provide you with free food and prizes. If you haven't heard about our delightful presence at this, I think. But even if you're not sold by meeting principles or talking with like likewise peers or any of those things, we have free food and prizes. But one of the things that students have said that they really appreciate about our luncheon is it's casual, and it's, it's, it's we bring in different people to share their experiences like principals or teachers in their first few years, or anyone that we think, you know what, maybe have like three or four different if people, then we can break off into smaller groups, and it just gives us a chance to, to talk about what we've heard so far. That's one of the things that we do like, what have you heard that's exciting? And that that's a that's a fun thing. We get to, you know, just think through. Where do we want to head? That's another purpose for this, and to answer any questions that maybe they haven't felt comfortable asking in a bigger session, we're hoping that it's a really, you know, just a really comfortable one for kind of question and answer for anyone that's that there, that can provide that. So it's a it's informal, and it's super fun. That's that's my plug, or why you should come to get free food and prizes and knowledge.00:18:09 Molly RauhDo you know what the food is yet?00:18:11 Krista GriffinWe do not. But I can guarantee that you will be thrilled. I can't guarantee that. But you know, I, I believe you will be thrilled. I know you'll be thrilled with the prizes, because they are unique.00:18:26 Molly RauhOooh, mystery prizes! Wondering a little bit, you know, still still trying to think about, you know, some of those other opportunities where we can get our early career teachers, you know, I see CCIRA as something to empower them. So, you know, it's not. No, we don't want you to come just because, you know, we think everybody should have this. You know, we're not trying to sell a particular method, or, you know, any one tool or strategy like, like you said, like, there's, there's choices, there's, you know, different options. And that's something you want to continue to cultivate. Now, I lost where I was going with that, because my brain ran off in five different directions. But you know, just thinking about this as a tool to empower young teachers and or pre-service teachers. What are some struggles or things that you hear about from, you know, pre-service teachers or early career teachers that you are networking with, that you think the rest of us could support, and maybe, you know, come up with some opportunities we can create for them. Besides, you know, making sure that we also maybe give them some opportunities for some food and drink. I've definitely taken a little pre-service teacher in my building out for some Starbucks. Every once in a while, she and I also do walk and talks. So we have a common plan. She's not my student teacher, but we go for a walk and just I let her vent about stuff. And, you know, we brainstorm things and talk strategies and it's a great time. And, you know, I'm also modeling for her like some like, take a break like decompress, deal with things, and then go back to work and sit down. And, you know, she really appreciates that time. And it's kind of become this awesome time when she and I go for a walk and sometimes grab a Starbucks. But what are what are ways that you see that, you know, we can cultivate the spirit of what you want to do on a daily basis in our work.00:20:43 Krista GriffinWell, I think I was thinking two things. One thing I'm thinking of what you're doing is awesome. And how can we? How can we replicate that? How can I know yours happens probably organically, because you're like, oh, I would love to support you. And also, Starbucks is delicious and hooray for walks. And so all of those things. But what a wonderful thing that you're doing, you know, kind of informally, at first, probably to support our, our our students that need that. Or I keep saying students because, you know, I'm in in the University field. But what I really mean is all of our early career people. But if we could, if we could have more of those informal networks within schools. But what if we empowered all of our CCIRA members? What if we, what if we challenge them? Yes. What if we did a CCIRA challenge, you know, to reach out to those people that are in their schools, because it with it, they'll be student teachers. There's residents. There are field students, you know, that are in their schools. And if they could just I wonder if we even had something we can, I don't know. Anyway. Okay, now I'm going crazy. I love this idea.00:22:02 Krista GriffinI'm with. I'm with you too. I think. I think this is this is your own official introduction, be looking for a challenge because Krista and I are going to go push people behind the scenes and see if we can come up with like a prize or something. And you guys can like post, and there'll be a hashtag and, you know, support new teachers. Yes.00:22:21 Krista GriffinLove this. I love this challenge.00:22:23 Molly RauhWe're gonna find a way Krista. This is is unofficial, but we're going to make this official. So be paying attention CCIRA listeners. 00:22:31 Krista GriffinI love the support challenge. The other thing that I was thinking about when you were talking is what we want to do for teachers is provide them tools in their toolbox. And that's, and I think that's even a part of our little spiel for for our early career luncheon. It's just let's give you some tools in your toolbox. And and your question was, what are you, what are you hearing that the teachers are really needing? And I think sometimes we provide a ton of tools, and we don't tell them when or how to use those tools. And so I think maybe our we can do both. But I think maybe that's something that we need to be a little bit more explicit with with my own University students. So even if we think about it like comprehension strategies, right over like hey students, here's a great thing to work to do with, and then we don't tell them when to apply it. We just have them practice it. And and so I'm thinking that that kind of applies for all of us. So that was another thing that I was thinking is, is students don't or early career teachers don't seem to be short on resources, but there. But what they're needing is, can you show me the, how can we talk about, you know, how this works with students, and with these behaviors that are coming in and with this covid thing, where everybody is a little bit behind, and you know what this looks like, it seems to me that that's what I'm hearing a ton of in the University world because of covid. Our it's haven't been in field placements. So normally they will have been in three different classrooms before they get to residency, and they haven't had those opportunities. So when they get to residency, it's like their first time with students. And I think then we're going to start seeing just about lack of experience a little bit more. And it's not that it's so detrimental to students, but they're not as confident. And so we can help build their confidence in these different things. I think, you know, that's a big call for us as well.00:24:49 Molly RauhI love that. And just thinking too, like, I had again, the same student teacher. So part of the reason she and I have connected is a teacher in my building really believes that like we, if we're going to get good teachers in my district, because we don't have a high retention rate, we have to really get them hooked while their student teaching. And so she was working with him a previous semester, you know, just you know, one of those I never know what they're called, because I did a different sort of program, because I'd already had my undergraduate. And so I don't ever remember the numbers, or, you know, whatever you call the different pieces, but she was basically, you know, in there a couple days a week working with this teacher, and he wanted her back. And so he actually got her a part-time job in the building. And so she's working with us part-time while she's finishing her student teaching. And while she's finishing her program, and then she'll student teach in the spring. So she won't be able to work with us. But she so she's got this little small class that she teaches, and she put together this little lesson activity, and she was gonna do like a sorting thing. And so she and I just, you know, as we're looking at it, we had this conversation about, man there's a lot of stuff for them to sort. How could we build it slowly over time? And like, scaffold it? Because in our building, our kids have they have a low threshold for what they're what they think they're capable of doing. And so you really have to build up their confidence before. You can ask hard things of them, they can do them, but they I believe they can do them. So it's she. And I talked about how to do that. And she goes, oh, thank you for you know, she didn't even necessarily. She wasn't truly asking for those tips, but she was showing me what she was doing. And I said, hey, something to think about. And she was like awesome. But then the other thing that we do because and I think every teacher should do this. So, teachers, this is my advice to you don't have to listen to me, but you should. But I ask her for advice all the time. I'll be like, hey, I'm doing this because fresh eyes and, and you know, some of those tools and strategies and things that you know, I maybe haven't heard of in over a decade, are fresh in her mind. And so, you know, I ask her, and I ask another student teacher in our building all the time. Hey, you know, how would, how would you go about this? What are you thinking? And you know? They have great little tips and ideas. And, you know, it also just builds up again their confidence in what they can do. And so I think, you know, that's my advice to teachers like have those conversations, ask for their advice. Look at what they're doing. I had a student teacher two years ago now. And my greatest frustration working with him was that he didn't have things to show me so that we could have those conversations and could troubleshoot things. And that was really hard for me. And so also just knowing, you know, that's my advice, early career people do like, know who you're working with and what they need from you, because certainly, I now know to ask anybody who would like to work with me. Hey, just a heads up like you have to be somebody who's not planning your stuff in the middle of the night the night before, because it will drive me crazy. And then I will drive you crazy, because I struggle with that. And so, like knowing, knowing too just like being willing to ask, because I think any teacher you're working with, they're there, they know how they function, and they'll be willing to tell you how they function. And so just making sure that you're kind of reciprocating so that you can both support each other. Student teachers support us, but we're there to support you. And so you got to find that working relationship.00:28:47 Krista GriffinAnd finding your collaborators. I mean, there's nothing more exciting than collaborating with, with teachers. Like that, and it doesn't. It doesn't always naturally happen. Just because you're on the same team does not mean that you're, you know, that you're going to be natural collaborators, but hopefully you can find the people that, that you, that you connect with, and that, you know, you mentioned, don't you know if you're planning at 3 am the night before, that's not going to fit my, you know, how I do that. So finding the people whose timelines are similar and and who challenge you right who are like, okay, but why are you doing that the same way it's one of the most beautiful things about teaching is the collaboration and the fact that we are just glorified thieves where we just steal everybody's great ideas. And and then you get to make them your own and talk about them. And, you know, sharing those, you know, those experiences with early career people. And because we talked a lot about what isn't great sometimes about teaching? Right now, it's a hard time to be a teacher. But there's there's also still such pockets and moments of pure 00:30:08 Krista Griffinjoy in in that collaboration. And and in your example, just one small thing, like, how could get the let's stop to scaffold for a minute? And then that changes everything, and, and that somebody could say something to your like, oh, that, yeah, it's now I know where I'm going. We don't like operating, you know, as little islands, and we don't have to. And, and hopefully, that's part of early current network is that we're breaking up these little islands, and we're creating one big happy Island where we apparently you don't come up with are our best tips for each other and and and help problem solve any collaborative nature. 00:30:52 Molly RauhAbsolutely. And your person doesn't have to be like, obviously whoever you're working with. You got to work with them, right? That doesn't have to be your person in the building. Like I had a student teacher. She was phenomenal. I loved her, but I wasn't her person. It was the English teacher down the hall, like they clicked in a way she and I were never going to click, and she's probably my all-time favorite student teacher that I've ever had like she was just that good. But I wasn't her people. We could talk about great things. But you know, when she needed somebody to talk to, she had somebody else. And so really knowing that too, because I think sometimes and it works for some people like, but if it's not working, don't feel stuck just with that person, your student teaching with. Make some of those other connections have some other people to support you like when I was student teaching, and it was a long time ago, but there's still pieces of it that are very fresh in my mind. I loved the guy that I student taught with. He had he was a licensed special ed teacher. So he got to bring that into the secondary content that I teach. And so I learned amazing things from him. But when I needed to go decompress, I went and hung out with the, what are they, consumers, family consumer science teachers in the lounge like that we had like, you know, it was a high school. So, you know, there was like this little lounge. There were different ones all over the building. But the one I hung out with was with the family, consumer science teachers. And I think there were a couple other teachers in there, but, you know, completely different people, than I taught with, and it was really nice to just go get to be somewhere else. So it's okay. And I think, you know, you learn things, and you hear strategies and ideas from talking to people who aren't in your department or your content, or, you know, your grade level, or whatever it might be. And so seeking out a diverse collection of people to network in whatever building you're in. I highly highly recommend that to anyone. And I still do that, even in the building that I'm in. So, again, new in my building, new in my district. I have become buddies with the French teacher. I definitely don't even speak French. I have some math teacher friends, some language arts teacher friends. And so, you know, I go some different places to get my support. And, you know, I have my shiny, actually, all all my all, my close friends that take me for walks. We laugh about that. They say, I need to be walked a couple times a day -they're all early career teachers. And so those are those are kind of my people in the building. So I have a she's a second-year social studies teacher that I plan with a ton. And then this pre-service teacher that we go, and we brainstorm things and, you know, look over plans. So you know, find your people and get excited because I get excited, just talking to people about what we're doing and, you know, letting them help me troubleshoot my, and me, helping them troubleshoot like great things come out of it. I like to network.00:33:57 Jessica Rickert And I think you guys have highlighted something where I think it's crucial for everybody to know when you're entering the teaching profession. Nobody expects you to be the expert. And I think teachers honor you more and respect you more, if you say, oh, I don't know where I'm willing to learn. I want to learn here's my idea, but the best teachers I've ever worked with are always learning and wanting to get better. They were never the I know everything. I'm right. And this is how I've always done it. So I think it's that. Collaboration piece, but it willing to learn and know that you don't know everything.00:34:36 Molly RauhYa, I think, I think actually, one of the most exciting things about being a teacher is it's never going to get stagnant. It's never. And you know, like, I don't know what might be a stagnant, but something like accounting seems to me like it. You know it would you just, it's always the same. Here is the great news. And you know, so the frustrating news about teaching is it's never the same. So so it is I couldn't, but my job was to continuously learn. And I still can't believe that like my job is to read and write and learn about teaching like that is so amazing. And, and in some ways, early career, you know, it's okay. You know, there's kind of a it's okay, because you're still learning to ask all these questions, but it is also inspiring for people who have been in education for lots of years to remember it's okay, to ask questions, right? And so, so the early career people bring in this this whole new fresh set of eyes on what we've always done, or, you know, whatever that might look like. And I think that that is just another piece that that just makes the profession so fun. Is it's, it's it's always going to be different. And what works so great. Yesterday is not going to work so great today. And what was a disaster today could be the best thing I've ever done tomorrow. And you never know. And that's why all of the tools that we need, you know, having so many different tools to pull out is so key in our profession. And so we can help start building that toolbox early through early career and through CCIRA, and in our, in our University classrooms and in our, in our schools. Then we're empowering our friends who who need all the need, all those tools, because, and we all need them all. But if we've been doing it awhile or tool boxes are a little, we have more to choose from. So we're just trying to help build that up. 00:36:46 Molly RauhSo, thinking I love that you're trying to help build that up. And yeah, CCIRA is definitely place to do it. So thinking about those two people who are kind of my support system this year and who are helping, keep me inspired and excited to do the work being people who could be part of the ECN. Who in your career inspires you or is a hero for you. Maybe in the work that you're doing, 00:37:24 Krista GriffinI both love and despise this question. I bet everyone else, I just find it because I feel like all teachers are heroes. But and, and, and, you know, we even named a conference about that. And I even I don't know if you go. This is I was thinking, this was a video. I have a giant chicken behind me, and he has a cape on, and he is a superhero. He's our superhero chicken that was in my classroom, but so I do believe that that that I'm inspired by people who are everyday going into the classroom and giving their best for students. So that is a blanket, kind of a really vague statement that didn't answer your question. But but it is too. I can't stress enough how impressed I am with teachers who are willing to just keep going and give it their best, even in hard circumstances like we've seen. So blanket statement, everybody. More to the point of your question, who inspires has me the most I think, I had thought of somebody earlier and then I switched it. And now I just feel like I need to go with my blanket statement. I think I'm going to go old school and a little basic. But the person that inspired me to be a teacher, and I don't mean to tell you how old I am. But, you know, this was a good 45 years ago, when I was in kindergarten, so you all do the math, and I'm just not even embarrassed anymore. But this I had this teacher. I had that the delight of having her in kindergarten. And in second grade. So I had her twice, which, and she just embodied everything that I think is important about teaching. She she cared for us so much so deeply, but she challenged us like I remember, I learned to read, in preschool. It was it was easy for me. And so I thought, oh, sweet, you know, all these clowns are learning how to read I'm going to go jack around over here, and but probably I didn't use that language because, you know, I was five, but she, she was like, did not just allow that to happen. She she was like, oh, you're reading at this level, you know, five-year-old. Let's challenge you more, and because she cared about my learning just as much as she cared about the, you know, the the learning of people in the class who were eating crayons and paste and didn't know one letter from another, like she cared equally about pushing us all. And that's not to say, I didn't eat crayons and paste, let's be honest, but she was someone who just cared so much. And and anyway, that's I could go on for a hundred years. What I can tell you is that she was at a wedding, and I grew up in California, and I'd flown back from this wedding, when right after I had graduated from college, and I was able to tell her, hey, you inspired me. And this is why. And she got little tears in her eyes. And I was able to tell her she was my hero. So anyway, but that's that's to you, Mrs. unintelligible.00:41:08 Jessica RickertThat's awesome. I love that story. And I'm sure she loved that moment to well, thank you so much. Krista for joining us. And we're looking forward to all these new opportunities that the ECN is providing and make sure listeners. If you are in your early career to sign up for session 356 and get some free delicious lunch.00:41:33 Krista GriffinYes and prizes. And and you can have this, you can help forge what this is going to look like. So so your voice is important as well as you know, just we want to hear from you. We want to support you the end.00:41:52 Molly RauhThanks for listening to CCIRA Literacy Conversations podcast to find out more about CCIRA go to CCIRA.org. On CCIRA.org you can join as a member, or find great resources like our professional development blog, which posts every Tuesday and has a variety of guest writers on an awesome selection of topics. CCIRA is a professional organization of educators and community members dedicated to the promotion and advancement of literacy. We also have a Twitter account @ColoradoReading. You can find us on Instagram at CCIRA_ColoradoReading. Or you can find us on Facebook, where we also have a members only group that we're trying to build. And our Facebook account is CCIRA Colorado Reading. We'd love to hear more from you. And again, if you're looking for new content, please send any questions or things you'd be interested in seeing from CCIRA to CCIRAVideo@gmailcom. Thanks for listening and have a great week.

Listen in to hear an insightful conversation with Author, Teacher, Mentor, and Speaker, Sherry Fernandez. Sherry will reveal her lifetime wisdom from her USA Today and Wall Street Journal's best-selling book, Life Mastery: Personal Progression Toward an Infinite Potential. A lifetime of progress toward your infinite potential is what makes you exceptional, fills your heart and enables you to leave your imprint on the world, and her incredibly powerful book provides you with the keys to embark on this quest. Sherry will share the WHY, the WHAT, and the HOW to get you started on your road to Life Mastery. So tune in for some juicy wisdom to help you live your best life!

Listen in to hear an insightful conversation with Author, Teacher, Mentor, and Speaker, Sherry Fernandez. Sherry will reveal her lifetime wisdom from her USA Today and Wall Street Journal's best-selling book, Life Mastery: Personal Progression Toward an Infinite Potential. A lifetime of progress toward your infinite potential is what makes you exceptional, fills your heart and enables you to leave your imprint on the world, and her incredibly powerful book provides you with the keys to embark on this quest. Sherry will share the WHY, the WHAT, and the HOW to get you started on your road to Life Mastery. So tune in for some juicy wisdom to help you live your best life!

Thanks for reading TC251: From Elementary Music Teacher to Teacher Mentor with Jessica Peresta from Top Music Co. Transcript of the show If you'd like to download a PDF transcript of this episode, please click below. Links Mentioned Today's Guest Today's Sponsor Newzik is a unique digital score platform that lets you work in real-time with other musicians. With over 100,000+ users, Newzik lets you organize your scores in a digital library accessible at […] The post TC251: From Elementary Music Teacher to Teacher Mentor with Jessica Peresta appeared first on Top Music Co - Supporting Creative Music Teaching.

Jennifer Pilates - Lover of Life: Health & Fitness, Beacon of Light: Intuitive-Empath, Empowering: Teacher, Mentor and Coach. From her coaching to advising, from her signature JP Activewear line to her new Podcast: Empowered within with Jennifer Pilates - Jennifer has been leaving her inspirational, empowering and transformational touch on clients and celebrities worldwide for more than a decade!

In this episode, our guest, Tamara, takes us down technology memory lane and reminds us how teaching is more than a textbook and a chalkboard. This especially came to light during the pandemic as teachers struggled to find a way to reach and teach their students. She highlights how technology

Join Anne Bérubé, PhD, Hay House Author of "Be Feel Think Do" on Find Your Sparkle with Jen. Anne shares some of her incredible journey and her wisdom as a Spiritual Mentor/Teacher along with great stories - including some with my long-time mentor, Dr. Wayne Dyer. Thanks to Anne, I had the honour and privilege of meeting Wayne before his transition in 2015 and for that I am eternally grateful! We had an authentic conversation that could have lasted for hours! Her energy makes her very easy to be around. You can learn more about Anne and her teaching, classes and more at https://www.anneberube.com/ Watch the video interview at https://www.youtube.com/c/JenniferAnneStewart More about Anne: Anne is a powerful teacher with an uncommon ability to share her story and insights in a way that awakens the inner wisdom in others. She helps people free themselves from the societal and parental conditioning that is holding them back from realizing the highest calling of their soul. Her book Be Feel Think Do was published by Hay House in May 2017. Anne leads transformational seminars and workshops around the world. Through these, she has helped thousands of individuals discover inner freedom and a connection to their own unique source of sustainable happiness. Signature workshops include Embodied Leadership, Come Home To Your Soul, Revelations: Lemurian Huna, The Celestial Sessions, and The Happy Sessions. In 2007, driven to share her experience with others, Anne co-founded Soul Tribe Live: a social enterprise that aims to amplify the voices of inspiring emerging and accomplished thought-leaders, creatives, and healers, and support healing and transformation by gathering people to share inspiring content through live experiences. Her work has also allowed her to share the stage with many of her heroes, including bestselling authors Wayne Dyer, Deepak Chopra, Elizabeth Gilbert, Julie Daniluk, James Van Praagh, Anita Moorjani, Gabrielle Bernstein, Neal Donald Walsh, Dr. William Davis MD, and Gregg Braden. A lifelong seeker of wisdom, her hunger for learning has led her to earn a Bachelor of Education (Leadership Focus), a Master of Arts (Literature) from Queens University, and a Ph.D. in Comparative French and Francophone Literatures from the Université Bordeaux 3 in France. In addition to her formal education, Anne has studied Vedic wisdom with Dr. David Simon and Deepak Chopra at the Chopra Centre in Carlsbad, California; was initiated into Huna by Hawaiian Kahuna Laura Kealoha Yardley; received certification from Louise LeBrun as a certified WEL-Systems Institute facilitator; and completed a course in NeuroPsychoidiology Life Coaching under Dr. Amanda Wintink at the Centre for Applied Neuroscience. She lives with her husband and two children in Halifax, Nova Scotia, Canada. #befeelthinkdo #hayhouse #hayhouseauthor #spiritualmentor #happysessions #drwaynedyer #anneberube #alwayslearning #halifax #spiritualteacher #staypresent #soultribelive Originally aired on CIOE 97.5FM at NOON AST Friday, June 18 www.communityradio.ca

Welcome to Golf Talk Live! Tune in LIVE Thursday at 6:00 PM Central This week's Coaches Corner Panel: John Hughes & Jamie Leno Zimron. Plus special guests: Jill Strite, Owner of Versatile Golf & Jazmine Hall, Development Director of Elevate Phoenix. More on Jill & Jazmine: Jill Strite is an LPGA Class A Member and owner of a successful golf event management company in Scottsdale, AZ called Versatile Golf. Strite's dynamic company has been in operation for four busy years helping corporate and non-profit organizations get grass under their feet through tournaments, fundraisers, team-building and popular helicopter golf ball drops. Jazmine Hall began at Elevate Phoenix in 2011 as a Teacher-Mentor. She quickly found her niche in development and has been full steam ever since. As the Development Director for Elevate Phoenix, she uses her passion for the organization to further develop stable, consistent relationships between staff and more than 5000 urban students within the Phoenix Union High School District. In addition to development, Jazmine serves as an Adjunct Professor at the Maricopa Community Colleges. Join me LIVE Thursdays from 6:00 - 8:00PM Central http://www.blogtalkradio.com/golftalklive Or listen on these social media platforms:  iTunes , Stitcher, Tunein, Castbox, TalkStreamLive & Spotify.

As you probably know, Fiona and I go to Judith White's painting and drawing class at Willoughby Art Centre every Monday. Judith is a fantastic mentor and teacher and has, without a doubt, changed our art practice and understanding of techniques and process immensely. Judith is an amazing artist, bold and uncompromising, practising for over 35 years, has work in numerous collections all over the world and is represented by four galleries in Australia. Basically, she knows what she's talking about and we really respect her opinion.  We spoke to Judith about her upcoming show at Beaver Gallery in Canberra, starting June 3rd; owning an art school in the '70s and '80s; teaching; gender politics in the art world and the growth and changes in her own practice. Thanks for talking to us JudithHere's a link to the Judith Pugh article for Artists Profile and a link to artist Simon Huntai

www.IBBTalks.com - A teacher conveys information so the student can learn, whereas the mentor stands with the student until they "get it".  By Gary Shotton #000440

Being a new teacher can be such a scary thing. Some have just graduated and have a good foundation, others are coming from different fields entirely and need tons of support as they make the transition. Teacher Mentors an absolute necessity for those first crucial years. In this week’s episode I’m chatting with Kasey and Madison from Ability Driven Teaching about how to be an impactful teacher mentor.    In this episode you will learn: The importance of setting a schedule with your mentee Simple ways to make yourself available throughout the day Helping your mentee know what questions to ask How to learn from your mentee Links and Resources Spring Bundle March Escape Room Activity   Ability Driven Teaching on Instagram Ability Driven Teaching Podcast Madison's Website Kasey's Website     Connect with Dawn Distance Learning Freebie My Digital Products My Distance Learning Products Find me on IG   Subscribe Are you subscribed to my podcast? Trust me, you definitely want to do that so you don’t miss a thing! Click here to subscribe in iTunes!

ASHA von LIEBTAG, Ed.M./ M.A: Founder of Lit to Liberate LLC, Educational Consultant, Motivational Speaker, Teacher Mentor CONTACT INFO: asha@littoliberate.com website: www.littoliberate.com Asha von Liebtag is certified within the state of New Jersey as an English supervisor and teacher of English, K-12, with pending Principal Certificate of Eligibility. With a Bachelors in English, an Ed.M. in English Education, and a M.A. in Educational Leadership, she served over a decade teaching English literature curriculum in Blue Ribbon schools ranked in the top 20 in New Jersey and in the top 500 nationally according to the US News and World Report. With experience teaching in charter and public, Abbott and affluent, middle and high school settings in classes ranging from modified, college prep, honors and AP Literature, she uses evidence-based curriculum and data analysis to improve teaching, learning, and instructional methods that promote student achievement and academic rigor in accordance with NJSLS Standards. She has developed English literature curriculum for high school and has created academic coaching curriculum for a private educational organization to help support and transition 1st year college students through virtual schooling during the Covid-19 pandemic. In addition, Asha von Liebtag has worked with Rutgers University's Graduate School of Education in the capacity of a Teacher Portfolio Coach where she evaluates teacher portfolios and provides direct feedback that enables aspiring English teachers to become certified by the state of New Jersey. She became trained to serve as a teacher mentor for the 2019-2020 school year and mentored new high school English teacher(s) as part of Diverse Teachers for Diverse Schools (DTDS) initiative of the Center for Effective School Practices at the Rutgers Graduate School of Education in partnership with the NJ Department of Education. Moreover, this award-winning educational leader also uses her public speaking skills to provide professional development workshops to teachers and interactive motivational talks to students. Her most recent presentations include the 3rd Annual Convening for Diversifying the Teacher Workforce hosted by Rutgers Graduate School of Education and NJEA's 2020 Teacher Convention. She loves presenting on topics relating to culturally responsive teaching and is passionate about exploring ways to be a highly effective teacher in an English literature classroom. She works tirelessly to develop motivational content that embeds literary skills into interactive talks, incorporates her personal narrative to relate to the students, and she caters all presentations to suit the school's needs by providing each school with a questionnaire to learn about their student populations.

Distance learning comes with so many challenges, but there are ways teachers can make this work for them and their students. Gloria Giambrone, Teacher-Mentor at Attentive Teaching, shares five things teachers must know when it comes to teaching remotely. Narrated by: Tessa Altman We hope you enjoy this narrated selection from the Attentive Teaching blog. You can read this blog post and more at the Attentive Teaching blog. Subscribe for future "blogcasts" and visit AttentiveTeaching.com for more resources to help create a peaceful and safe classroom for your students and yourself. Follow us on Facebook, Twitter, and Instagram to connect with us and learn more! Music: Acoustic Meditation 2 by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/ Artist: http://audionautix.com/ Serenity by Audionautix is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/ Artist: http://audionautix.com/

February 27. AR Bernard. Bernard left a 10-year career with a major New York bank and went into full-time ministry. After multiple adventures with God, Bernard and his wife Karen founded the Christian Cultural Center, which grew into a global platform for the gospel and is now the largest house of worship in New York City. It has more than 37,000 […] The post AR Bernard, US, Author, Teacher, Mentor first appeared on 365 Christian Men.

Community Conversations | On these Tuesday episodes, we'll share real stories of community building through the lens of wellbeing. Throwing out the rules and just opening up to the lessons we can learn from one another.Today, Ashley sits down with friend, mentor and longtime Yoga teacher Wendy Sigel. Wendy found Yoga after an injury, fell in love, and has now been teaching for more than 10 years. She's learned a lot in her time teaching and she shares a little about what she's gathered. Wendy never holds back, so if you're a new teacher and want to hear it straight, this is the episode for you. Together we discuss inclusive language, the challenges of guru culture, motherhood, accessibility in Yoga, and Wendy's battle with breast cancer. Learn more:Learn more about Wendy: @justyogamomFollow along on Instagram: @yogamagicpodcast and @ashleysondergaard.yogaLearn more about Ashley and Yoga Magic at www.ashleysondergaard.com Sponsors:Focus by Fredi | Use code YOGAMAGIC for 15% off your purchase at www.wearefredi.com Upcoming Yoga Magic Events: Free Workshop: Cosmic Self Care 101 | 3/23 | 7:00 PM CTSelf-Care Mentorship Enrollment Opens Back Up 3/15! Cosmic Self-Care Rx Guides | Want to embrace self-care practices but aren't sure where to start? Feel overwhelmed with the pressures of self-caring the "right way?" Your astrological birth chart has all the inspiration and answers. When purchasing a Cosmic Self-Care RX, you'll receive a 2-paged individualized self-care plan derived directly from your birth chart. Utilizing the placements in your chart can provide physical, emotional and motivational support to implement self-care practices that actually stick. All you need is your birth date, time and location. Please allow for 2 weeks for delivery as this is an individually created offering. Get your personalized Cosmic Self-Care Rx Guide here! 

Turn up the volume on this episode new teachers and new grads! Michelle has a dream job! She is a new teacher mentor and she gets to work with first and second year teachers. During this episode we share about planning and prep, building relationships, working with parents, and professional development opportunities. Show notes can be found here - https://www.sfecich.com/post/tips-from-a-new-teacher-mentor If you are loving this episode, please tag me @SFecich on social media and share! Check out the books EduMagic: A Guide for Preservice Teachers, EduMagic Shine On: A Guide for New Teachers, and get your semester ready with the EduMagic Future Teacher Digital planner. Want to get started with your digital portfolio? Check out this self-paced, digital, mini-course digital portfolio from scratch in one week or less. Find these and more resources for future teachers at www.sfecich.com. Remember you have the #EduMagic in YOU!

So many new teachers need mentors to help them get through their first year of teaching but so many aren't willing or able to find that person that is a good fit.  To tell you the truth, if I had had a mentor, my first year of teaching would have looked very different. I'm always honest about the mistakes I make along the way. I knew I needed someone to guide me but I didn't know how much I truly needed that guidance until after that year was over. I know that mentors aren't always easy to come by. And especially one that is well suited for your needs. But I promise, once you find the right person to work with you it makes all the difference. Just know that being a great teacher does not mean you have to struggle the whole way through. There are ways for you to be the great teacher you're meant to be. These are things I want to share with you, the teacher, who is listening to this to show you that it's okay to fail but you get back up and do it all over again. It boggles my mind when I see new teachers who are struggling in their first years and don't have any help from those around them.What I cover in this Episode:My experience without a mentorWhy I truly believe my first year teaching experience would have been different had I had a mentorWhy a mentor is especially important todayShaping Little Minds Instagram: http://www.instagram.com/shapinglittlemindspodcastSPONSOR:  The cart is officially open to Learning Blocks Membership and YOU are getting in at the founders price. Wanna learn more?! -->  https://adva-hanan.mykajabi.com/offers/x8R4x9A5

In Part 2 of Charlie's interview with Tommy Herschell, Tommy dives further into the workshops he facilitates, runs through his 'Form guide for a fella', and pulls apart the myth of the 'male code' or 'mens lore' using his own experiences and insights. To start a dialogue and converse more about topics raised in this podcast, please visit The Regenerative Journey Podcast Facebook Group.   Episode Takeaways: Tommy facilitates both men’s and boys workshops where he encourages them to tell their story and/or listen | The number 1 skill to learn from these workshops is that it’s ok not to be going good...’ | Form guide for a fella 1. Drop anchor - Stop for 60 secs, 2. Take stock-assess the situation, 3. Get out of the queue - step away from old paradigms and actions, 4. Road test -what’s another way to handle the situation, 5. Kill the pig - challenge yourself, 6. Eat the frog - delay gratification, 7. Chew the fat but don’t spin the yarn | People from the land are honest | Neil Pringle legend rugby league player mentor of Tommy’s | Find a mate you can talk to | Read a hard book Episode Links:  Tommy Herschell  – you can contact Tommy via his website / email & tel. # are at footer of page. Find ya feet - You Tube / Mahindra collaboration Raise - Tommy is an ambassador Tomorrow Man - reinventing masculinity  

Tommy Herschell is well placed to facilitate workshops that break down the myth that men and boys can't talk about their feelings and problems, given his own experiences as a boy and young man. In this interview he courageously dives deep into his past, from a reliance on alcohol to help douse the pain of various childhood experiences, to now facilitating workshops to help males rewrite their stories of what it is to be a man, and societies expectation of them. To start a dialogue and converse more about topics raised in this podcast, please visit The Regenerative Journey Podcast Facebook Group.   Episode Takeaways: Tommy and Charlie met a few years ago in Melbourne at a conference and Tommy’s first trip to Hanaminno was to bring Charlie a couple of bee hives | Pittwater in Sydneys Northern Beaches is where Tommy calls home | He grew up in Tugan, QLD, and had typical boyhood fun in the suburbs and surfing | When he was 10 years old things changed for Tommy when his parents separated - his reaction and way to deal with this was to get into trouble at school and telling tall stories etc | He had anxiety about everything and drinking became a crutch in his late teens | His woodwork teacher inspired him to be a school teacher | He traveled the world with a surf magazine where he met his wife Clare | Tommy doused his problems with alcohol like farmers douse their problem (weeds, pests etc) with chemical poisons | Best mate Bing called him on his behaviour | Tommy says Clare has no filter and see’s the best in people! | She calls him out, and had the courage to help him break his destructive cycle of behaviour | A victim mentality played a big part in his life | MATE - stands for Meet At The End, and is derived from the World War 1 | He realised he needed to do the work he’s doing now, it’s a way to give back and is a kind of therapy for himself | Find Ya Feet was born via the relationship he developed with Bastien Madrill who was dying of an aggressive cancer, Ewings sarcoma. Bastien taught Tommy many things about life and his appreciation of it | Tommy now works in many bush community’s, including Dubbo, Trangie and Narromine, and with Matt Hayden in QLD | The workshops Tommy facilitates explore the concept of ‘men’s law’, and breaks down the myth that men and boys aren’t meant to talk about their feelings and problems they are facing | In 2 hours Tommy Herschell adds a truckload of tools to a blokes belt for when they need that helping hand to start the conversation that ultimately saves lives. He does that by championing vulnerability, role modelling speaking up, and showing a real man puts up his hand for help. This workshop transforms the bloke who thinks it's weak to speak into the champion who knows we go from zero to hero simply by tellin' and owning our story!  ‘We’re allowed to make mistakes...It’s how we come back from those mistakes that makes a man a man‘. Episode Links:  Tommy Herschell - Tommy's website Bastien Madrill story Farmers Friend workshops - Tommy & Charlie working together Matthew Hayden & Find Ya Feet - YouTube 

Welcome to Golf Talk Live! Tune in LIVE Thursday at 6:00 PM Central This week's Coaches Corner Panel: John Hughes & Clint Wright. Later, my special guests: Jill Strite, Owner of Versatile Golf & Jazmine Hall, Development Director of Elevate Phoenix. More on Jill & Jazmine: Jill Strite is an LPGA Class A Member and owner of a successful golf event management company in Scottsdale, AZ called Versatile Golf. Strite’s dynamic company has been in operation for four busy years helping corporate and non-profit organizations get grass under their feet through tournaments, fundraisers, team-building and popular helicopter golf ball drops. Jazmine Hall began at Elevate Phoenix in 2011 as a Teacher-Mentor. She quickly found her niche in development and has been full steam ever since. As the Development Director for Elevate Phoenix, she uses her passion for the organization to further develop stable, consistent relationships between staff and more than 5000 urban students within the Phoenix Union High School District. In addition to development, Jazmine serves as an Adjunct Professor at the Maricopa Community Colleges. Join me LIVE Thursdays from 6:00 - 8:00PM Central http://www.blogtalkradio.com/golftalklive Or listen on these social media platforms:  iTunes , Stitcher, Tunein, Castbox, TalkStreamLive & Spotify.

Teachers are the secret ingredient in the educational fuel that sets our children on their pathway to success. Frank Bieshaar is a teacher at Catholic Regional College North Keilor, north-west of Melbourne. Frank is unassuming by nature but is one of those teachers you remember from your days at school: The teacher who made school fun and enjoyable. Frank's involvement in F1 in Schools goes back some 14 years. He talks toDr Myers about the value of STEM education, his thoughts on changes to the education system, which may improve outcomes and the teaching wisdom he has gained over his illustrious career.

Our guest in episode seven of the half hour Alec Hogg show is Allen Ambor, creator of the 600-store Spur restaurant group which he started in 1967 with an instantly successful steakhouse around the corner from Cape Town’s iconic Newlands rugby stadium. Eccentric, focused and opinionated, yoga teacher Allen is still living a full life. Typically, in the interview he doesn’t hold back – whether it’s on the real reason for a sudden departure from Spur or his advice to budding entrepreneurs.

Our guest in episode seven of the half hour Alec Hogg show is Allen Ambor, creator of the 600-store Spur restaurant group which he started in 1967 with an instantly successful steakhouse around the corner from Cape Town's iconic Newlands rugby stadium. Eccentric, focused and opinionated, yoga teacher Allen is still living a full life. Typically, in the interview he doesn't hold back – whether it's on the real reason for a sudden departure from Spur or his advice to budding entrepreneurs.

Our guest in episode seven of the half hour Alec Hogg show is Allen Ambor, creator of the 600-store Spur restaurant group which he started in 1967 with an instantly successful steakhouse around the corner from Cape Town’s iconic Newlands rugby stadium. Eccentric, focused and opinionated, yoga teacher Allen is still living a full life. Typically, in the interview he doesn’t hold back – whether it’s on the real reason for a sudden departure from Spur or his advice to budding entrepreneurs.

In deze inspirerende episode spreek ik met teacher, mentor, schrijver Issa. Ze woont met haar gezin op Ibiza en leert vrouwen los te komen van hun identiteit, voorbij de labels en te stappen in wie ze echt zijn, buiten de gebaande paden. Issa is veel meer dan een teacher of mentor en daardoor moeilijk in een hokje te plaatsen dus ik nodig je uit te luisteren naar deze unlimited woman, en zelf te bepalen hoe je haar ziet. Doe je oortjes in en leer: * Waarom veel mensen wakker zijn, maar niet de verantwoordelijkheid nemen. * Wat de functie is van boosheid en dat je dichter bij jezelf brengt. * Wat Issa's ochtendroutine is en wat eigenlijk nog belangrijker is. * Hoe het komt dat manifesteren bij de meeste mensen niet werkt (en dat niet aan jou ligt). * Wat het verschil is tussen persoonlijke ontwikkeling en persoonlijke groei. * Waarom de verslaving aan je identiteit je verdere groei stagneert. En nog zoveel meer thema’s: multidimensionaliteit, haar nieuw te verschijnen boek, de begrenzing loslaten. Als uitsmijter heeft Issa een mooie reflectievraag aan jou: Wat zou er voor jou gebeuren als je alles loslaat wat je kent en iets nieuws zou mogen bouwen? Laat je het weten? (Take your time..) Luister en geniet! Volg mij op www.instagram.com/mariannehermsencom/ voor de nieuwste behind the scenes stories en updates over nieuwe podcasts.

Interviewing Dylan was super eye-opining - she is both a grounded and inspiring and very real. I love that she is prepared to work hard to make her business work, and she is also prepared to work on herself to make it all come together. This interview covers everything from why she started her own agency to how she has kept this her business going, and why she is going to keep on at it! Grab a cuppa and enjoy the discussion. Please subscribe and share this podcast with those who could benefit from Dylan's learnings and advice! If you like these interviews, consider supporting the show on Patreon from just a $1 or R20/month (same as a cuppa coffee) or visit my website to find out more about me and my books. Patron's receive full interview content and answers to many more questions, and help to keep this show going!Thanks to Neopixelmedia for helping in the creation of these podcastsFind Dylan here: - @dylankohlstadton all platforms but especially LinkedIn and Instagram -www.shiftone.co.za - digital agency -www.digitalmarketingacademy.co.za - training academy - www.dylankohlstadt.com- personal siteSupport the show (https://www.buymeacoffee.com/iworkforme)

The Podcast Twins chatted with exemplary educator and UTL Building Rep, Nancy Chakarian who reflects on her 50-year career in education.

This episode will go over why I love helping others find their own way. --- Support this podcast: https://anchor.fm/dogwalkmarketing/support

Yonina Lermer @kidkoach is not only one of the most sought after teachers in my kids elementary school, but she is also a Literacy Coach, Curriculum coordinator, and Teacher Mentor. Oh and did I mention that she is also a single mother to three awesome children? Yonina's energy and love for learning a is infectious and captivating. In this episode, Yonina, a recovering perfectionist, shares her story of self-development. Yonina teaches us the value in being present with ourselves and how that leads to an overall connection with everyone around you. This show is not to be missed!

In this week's episode, the Season Finale Episode of Evolving with Mr. V, I recap my Top 5 Moments in our AP/DC Biology Year. In our 2nd segment, I'll give you my parting words...some nuggets of wisdom as we end our relationship as Teacher/Mentor and student. In our Final Segment we revisit TV Streaming with Mr. V, where I recommend some Movies and TV shows to watch during the summer!!! Remember to subscribe, like, and please comment on the podcast on your podcast listening platform. You can also e-mail me at ovelas@neisd.net with any comments or feedback. You can also follow me on twitter at OscarVelasquez@APBiologyMrV. Students can always contact me and communicate with me via the Edmodo course website or APP. If you have questions you would like Mr. V to answer please e-mail me the questions or send them on Edmodo or Twitter. Also follow the Instagram Page for the podcast "Evolving with Mr. V". Remember Wash Your Hands Well, Cough & Sneeze into your Elbow, Avoid Large Gatherings, Practice Social Distancing, and Stay Safe!!! I want to thank you for listening this Season and making this Podcast a Success!!!...I am your Host Mr. Oscar Velasquez "Master of the Biological Arts". Have a Great Summer and May the Force be With Us...Always...For that is the Way...Now get out there and Conquer the World!!! Also don't forget Rate this Podcast...GIMME SOME Feedback!!! Big Shout Out to Free Music Achieve, SoundBible, and Zapsplat for the music and sound effects in the podcast.

Dr. Mark received his medical degree from the University of Kansas and completed his residency in pediatrics at Children’s Mercy Hospital in Kansas City, Missouri. He then completed a fellowship in pediatric pulmonary medicine at the University of Rochester, Rochester, New York. In 1999, Dr. Mark completed the first fellowship in Pediatric Integrative Medicine at the University of Arizona. He practices at Packard Children’s Hospital where he utilizes non-conventional approaches with patients who have chronic illnesses such asthma and cystic fibrosis. He is interested in nutrition and the mind/body approach to healing in an effort to decrease dependence on medication. Dr. Mark is the Program Director for the Pediatric Pulmonary fellowship program, Associate Director for the Pediatric residency program and the Medical Director for the Coordinating and Optimizing Resources Effectively (CORE) Program at Packard Children’s Hospital, Stanford University. This innovative program assists with care coordination and communication with all health care providers for children with complex medical needs.More resources here: WellMD Stanford Medicinehttp://wellmd.stanford.edu

First day of class activities, tips, ideas and icebreakers for teachers. Teacher Mentor program.

Welcome back to another episode of Maritime Stories with Max! Today we will be joined by Captain Aaron Singh, a true mariner, who has a great story, and passion! For more information on the New York Harbor School's Vessel Operation program be sure to check out www.vesselops.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/maritimestorieswithmax/message Support this podcast: https://anchor.fm/maritimestorieswithmax/support

Annebelle van Tongeren with Lucy Karnani Senior Yoga Teacher, Yoga Therapist and Teacher Trainer Yoga Communications Coach , Teacher Mentor, BSc (Phys Ed).After practicing yoga for many years Lucy trained as a Yoga Teacher at the Kripalu Center in Massachusetts, USA and has continued her yoga teaching and yoga therapy studies in Australia and the USA, having completed over 1,000 hours since 2011. Lucy has studied with yoga luminaries Michael de Manincor; Vidya Carolyn Dell’uomo and Devarshi Steven Hartman; Ganesh, Indira and A.G. Mohan; Amy Weintraub, Leslie Kaminoff and Richard Miller; as well as with Heather Plett, developing her expertise in ‘holding space’. She feels very grateful to be able to share the wisdom and experience that she has received from these many gifted teachers, as well as from her students and clients with whom Lucy has worked over the last eight years in both Australia and the USA. Lucy is a dear friend of Annebelle’s and has been such a consistent mentor in the journey into this brand new world, post burnout.https://www.yogacommunication.org/Purchase the book Conscious Communication for Yoga Teachers & Therapists : Lucy Karnani and Jill Danks https://www.yogacommunication.org/book1Facebook: https://www.facebook.com/consciousyogacommunication/Instagram: @yoga_communication www.fernandfrost.com.au Facebook: https://www.facebook.com/fernandfrost/Instagram: @fernandfrost YouTube: https://youtu.be/hiuPj5afR6E

Welcome To #POD: Podcasts of Dentistry.com This is your host Dr. Panks Dhingra. This is one of those classic episodes that was recorded a while back. This podcast is with Dr. Justin Moody. He is a Mentor, He is a dentist, He is a Teacher, Entrepreneur, Podcaster and a Collaborator. He is the owner of Implant Pathways and runs a successful podcast Called Dentist, Implants and Worms. In this episode he talks about his podcast and why his podcast is different. He opens why is it even called Dentist, Implants and Worms. He shares what keeps him going in the field of dentistry and beyond. He shares what really makes him successful and more productive.He open up about Mentor of Mentors.He talks about the mindset that will keep you humble and continue learning. He shares the quote that he lives by. He shares some of the books that he loves and has recommended to everyone. He talks about some of his favorite episodes and shares a lot of interesting nuances. You will certainly feel connected to his way of thinking and process. You might even think to reconsider your profession. (in a good way)I hope you like the podcast as much as I do. Justin "Fireball" MoodyPanks

Rometris is an Inspirational Teacher, Speaker and Mentor with over 20 years of experienceand extensive study in personal self-development and healing. She is passionate about public speaking engagements that address living an inspired life ofauthenticity, empowerment and confidence. Rometris has helped inspire and transform the lives of thousands of clients internationally, from many different walks of life and backgrounds and offers in-person, 1-1 and online events and consultations. Over the years, Rometris has had the wonderful opportunity to study with some of the best teachers in the field of business, personal development and self-help. The purpose and intention behind her work is to provide a safe space free of judgment to allow people to be the best version of themselves. We have the great honour of having Rometris on the Authentigration podcast, and we can’t wait to dive right into what promises to be a great conversation.Note: This episode has been edited by students in the Bachelor study of international communication at the Highschool of Østfold, Thomas Voukelatos and Ida E.Støten.

Antonio McLemore is a highly accomplished MBA graduate in Executive Leadership, who drives growth-oriented, Tacoma-based programs initiatives with a focus on community engagement, sustainable strategies, team building, and local/regional network development.  He's a hands-on self-starter who exhibits personal, professional, and academic experience as a dedicated trailblazer, public speaker, and dedicated advocate toward creating positive change in the community. Antonio McLemore is the Male Involvement Program Manager, and he believes mentorship is the vehicle we use to introduce young men to an idea that’s greater than their realities or circumstances. Mentorship is also a vehicle MIP uses to prepare young Kings for the world in front of them. Antonio leads a team of four mentors that serve over a 100 students  weekly, throughout four campuses, and using outcome driven curriculum to empower, equip, and encourage young men to be agents of change in their homes, communities, and campuses.  He served as an Youth Executive Director at a local non-profit for the six years before returning to complete his Master’s in Business Leadership. He serves as a sought-after motivational speaker, as well as an influential keynote speaker for character development, social and emotional learning, and professional development. His service in character development has allowed him to travel the world, places such as New York City, NY, Kolkata, India, and Los Angeles, CA to inspire youth people to discover their inner Greatness. He believes every person has a Genius, and this is why Antonio believes the student to Teacher/Mentor relationship serves a consequential role in cultivating the character that will sustain every student's Genius. Antonio is married to his beautiful wife, Katie, and Antonio has two sons, Israel and Legacy. 

Arthur Samuel Joseph, M.A., Founder and Chairman of the Vocal Awareness Institute, is widely recognized today as one of the world's foremost communication strategists and authorities on the human voice. A renowned Teacher/Mentor, Mr. Joseph's mission is to “Change the World Through Voice.” Vocal Awareness, his trademarked proprietary voice and leadership training program, is designed to teach Communication Mastery through a disciplined regimen of highly-specific techniques. These techniques are structured to cultivate an embodied and enhanced leadership presence, as well as personal presence, through body language techniques, vocal warm-ups, and storytelling skills. What emerges is an integrative and integral communication style. With a client list that includes A-listers like Angelina Jolie, Sean Connery, Tony Robbins, Stephen Covey, Jerry Rice, and Emmitt Smith, it's no wonder Arthur Joseph is known as the expert in Communication Mastery! http://VocalAwareness.com https://www.linkedin.com/in/arthursamueljoseph/ https://twitter.com/VocalAwareness https://www.facebook.com/VocalAwareness/ https://www.youtube.com/channel/UCHcmYK7Ne8PYQ2XymS6KC8A

Arthur Samuel Joseph, M.A., Founder and Chairman of the Vocal Awareness Institute, is widely recognized today as one of the world's foremost communication strategists and authorities on the human voice. A renowned Teacher/Mentor, Mr. Joseph's mission is to “Change the World Through Voice.” Vocal Awareness, his trademarked proprietary voice and leadership training program, is designed to teach Communication Mastery through a disciplined regimen of highly-specific techniques. These techniques are structured to cultivate an embodied and enhanced leadership presence, as well as personal presence, through body language techniques, vocal warm-ups, and storytelling skills. What emerges is an integrative and integral communication style. With a client list that includes A-listers like Angelina Jolie, Sean Connery, Tony Robbins, Stephen Covey, Jerry Rice, and Emmitt Smith, it's no wonder Arthur Joseph is known as the expert in Communication Mastery! http://VocalAwareness.com https://www.linkedin.com/in/arthursamueljoseph/ https://twitter.com/VocalAwareness https://www.facebook.com/VocalAwareness/ https://www.youtube.com/channel/UCHcmYK7Ne8PYQ2XymS6KC8A

Arthur Samuel Joseph, M.A., Founder and Chairman of the Vocal Awareness Institute, is widely recognized today as one of the world’s foremost communication strategists and authorities on the human voice. A renowned Teacher/Mentor, Mr. Joseph’s mission is to “Change the World Through Voice.” Vocal Awareness, his trademarked proprietary voice and leadership training program, is designed to teach Communication Mastery through a disciplined regimen of highly-specific techniques. These techniques are structured to cultivate an embodied and enhanced leadership presence, as well as personal presence, through body language techniques, vocal warm-ups, and storytelling skills. What emerges is an integrative and integral communication style. With a client list that includes A-listers like Angelina Jolie, Sean Connery, Tony Robbins, Stephen Covey, Jerry Rice, and Emmitt Smith, it’s no wonder Arthur Joseph is known as the expert in Communication Mastery! http://VocalAwareness.com https://www.linkedin.com/in/arthursamueljoseph/ https://twitter.com/VocalAwareness https://www.facebook.com/VocalAwareness/ https://www.youtube.com/channel/UCHcmYK7Ne8PYQ2XymS6KC8A

Arthur Samuel Joseph, M.A., Founder and Chairman of the Vocal Awareness Institute, is widely recognized today as one of the world's foremost communication strategists and authorities on the human voice. A renowned Teacher/Mentor, Mr. Joseph's mission is to “Change the World Through Voice.” Vocal Awareness, his trademarked proprietary voice and leadership training program, is designed to teach Communication Mastery through a disciplined regimen of highly-specific techniques. These techniques are structured to cultivate an embodied and enhanced leadership presence, as well as personal presence, through body language techniques, vocal warm-ups, and storytelling skills. What emerges is an integrative and integral communication style. With a client list that includes A-listers like Angelina Jolie, Sean Connery, Tony Robbins, Stephen Covey, Jerry Rice, and Emmitt Smith, it's no wonder Arthur Joseph is known as the expert in Communication Mastery! http://VocalAwareness.com https://www.linkedin.com/in/arthursamueljoseph/ https://twitter.com/VocalAwareness https://www.facebook.com/VocalAwareness/ https://www.youtube.com/channel/UCHcmYK7Ne8PYQ2XymS6KC8A

Follow Kelly:kelly@kellylynch.comhttp://kellylynch.com/Facilitation Work at WYLD Retreats  https://www.wyldleadership.com/https://twitter.com/kellyslynch Follow Bryon: https://www.instagram.com/calgary_living/ https://www.thehowardteam.net/ https://www.facebook.com/thehowardteamcalgary/ https://www.youtube.com/channel/UCDIp0u8fKD6ejNhoXN95lbg/featured?view_as=subscriber Bryon@thehowardteam.net 403-589-0004

This is Part 2 of my conversation with Kaylene Durbin, a college student who is just starting her credential program. Today we revisit the questions she asked last time. Not only will I attempt to answer them, but I got help from other special educators online, and some have been past guests on the show! Listen in as we answer questions that aspiring or new teacher might have. (Note that part one of this conversation is called, “New Special Ed Teacher Questions” and was episode 13). Questions answered in this episode:Besides learning classroom management, what are other benefits of teaching general ed a few years before becoming a special educator?What are for working with a student with ED (Emotional Disturbance) who might be in your class?What accommodations are the hardest to implement?Why do sped teachers say that paperwork the hardest?What is some general advice for new teachers, or for college students pursuing a teaching credential?Guest: Kaylene DurbinHi there! I’m Kaylene Durbin and I’m almost a teacher! I am finishing my undergraduate degree in Liberal Studies at Fresno State and will then begin the DUAL credential program (which included both Multiple Subjects and Special Education credentials). I currently work for California Teaching Fellows Foundation (CTFF) which gives me the opportunity to work inside a general education classroom.I’ve had a passion for working with children since I was 12 years old. In my undergraduate program, I was required to observe in a special ed classroom and it was there that I fell in love with the environment and the students. I want to become a special educator so I can help students find success both academically and socially.Links and Resources:Listen to Part 1 of this conversation hereZones of Regulation ProgramHere are Lisa's podcast episodes that go into more detail on Functional Behavior Analysis (FBA) and Behavior Intervention Plans (BIP): Episode 5: How to Support Students with Behavior Plans and Episode 7: Talk Data to MeTeachers Need Teachers Podcast, hosted by Kim Lepre. You might be interested in listening to Episode 71: Giving advice for new elementary teachers (not sped, but most of the tips work for both).Closed Special Ed Teacher group on Facebook: Sped Ahead Check out Lisa's new special ed teacher resources in her TpT Store (including freebies)Check out Lisa's blog, which has lots of articles which would interest new special ed teachers, both resource or self-contained, etc.Special Thanks:I want to thank those who helped answer Kaylene's questions. I have provided links for those who requested it (if I don't have your link listed, send it to me and I will add it).Jenn Hunter (guest on Episode 11) of Mrs Hunter Helps HereColleen VagnozziTiffany Manha (guest on Episode 1) Heather Alexander AyersKim Lepre,

Harry Yan has a Master's of Science Degree in Engineering from UCLA. He was a Information Technology professional and Product Manager for 32 years at the Fleur Corporation. Harry is a distinguished Toastmaster since 2002. He was a Founders District Governor in 2013/2014 and led the district to its highest distinction since 1979. Harry is open to teaching, mentoring, and being a life coach to our listeners. To get in contact with Harry, please email him at Harryyandtm@gmail.com

Sonya Shafer is the encouraging voice and curriculum writer behind Simply Charlotte Mason. Along with her friend Karen and their families, Sonya has been teaching about Charlotte's methods for years, helping families to bring them into the 21st century.   A popular speaker on CM topics, I was excited to get to sit down in this episode and talk to Sonya more about homeschooling in general -- how her family started this journey, Sonya's journey into homeschooling her special needs daughter, and even how they began a ministry and a business that would grow to help thousands of homeschoolers everywhere. I know you will love this one.

After 17 years of living in Toronto Christina Lord was in need of a change. She’d been laid off from a job at one of Canada’s top animation companies, and life became overwhelming.With the support of her family, Christina moved back to her hometown of Kingston, Ontario, and hasn’t looked back. Christina is now a Reiki master and teacher, a reflexologist, professional mentor, motivational speaker and mental health warrior.

“Biography of a Struggling Student:  My Story”. This is what Brian Seth Perler sends to me when I ask for his bio. Hah! I certainly can relate to that- I was that kid too. He struggled really hard during high school and then failed out of two colleges, finally returning home and moving in with his grandmother. Things were not great. Through keeping his chin up and repeatedly asking for help- which was also tough to do, he finally got a minimum wage job working with students at a company called ‘At Your School'. There he found something that he was good at, a wonderful mentor and a passion that continues to fuel his path. I hope you will feel encouraged by getting to know Seth Perler and ‘the rest of his story' in this episode of Faster Than Normal.  Enjoy!   0:48- Intro and welcome, Seth! 1:48- Seth's story, struggles in school and how that can feel when your a kid, or at anytime for that matter 4:56- What was your moment of change and how did you begin? 6:00- How does one ‘accidentally' get a job working with ADHD kids? 6:47- What made you certain about your newfound path? 7:30- What do you think about the skills & systems that teachers and schools give kids with ADHD? 8:20- Coining “Frankenstudy”. Finding systems that work. 9:13- What are some of the challenges that teachers in your position encounter? 10:00- How did you handle those challenges? 10:18- A few of Seth's teaching tips 11:20- Doing what you love, and learning how to do the things you don't love so much 12:30- What types of coaching are you doing nowadays? 12:50- Executive Function Disorder and defining methods of educating kids with ADHD 15:18- The concept of “Launching” and finding good fuel 17:11- Knowing that it's OK, if you don't ‘fit in' 17:32- How can people get in touch with and learn more, Seth? https://sethperler.com 17:52- Thank you Seth! I wish we knew then, what we know now. 18:18- Thank you so much for listening! 18:41- Faster Than Normal Podcast info and credits   As always, leave us a comment below, drop us a review on iTunes (PLEASE!) and of course, subscribe to the podcast if you haven't already! Know of anyone you think should be on the FTN podcast? Shoot us a note – We'd love to hear!  

Meet Max Stumberg. Max has 27 years in education, with  25 of those years serving the Boerne ISD.  Max was a 3RD grade teacher but for the last 13 years her role has been Teacher Mentor for Boerne ISD.  In this role she works with teachers of kindergartners all the way to seniors in high school.  […]

LuAnn Nigara brings excellence every day. LuAnn does a lot. She is business owner of Window Works Window Treatments in New Jersey for 35 years, podcast host of #1 rated show: A Well Designed Business, author, speaker, and business coach, as well as a terrific mom, wife, and friend. This show is about being more than doing, though, and the thread that connects what she does? LuAnn is a teacher, mentor, and guide. LuAnn and I share a lot of laughs as we discuss the serious topics of life, business, sales, and profitability. Listen in and you’ll hear a fun approach to substantial content. You’ll also learn the early origins of LuAnn’s days as a leader and a glimpse into a few projects she is considering now. A FEW FINE POINTS OF THE CONVERSATION What drives activity in life? The repetitive theme of teaching and mentoring in Luann’s life Social circles and how our role organically changes What leadership looks like — and different words we use for it at different times (some more flattering than others!) How themes in our work evolve and how the themes evolved in LuAnn’s business Sharing knowledge as smart marketing in a profitable business Ways Luann knows her podcast is making a difference for interior designers LuAnn’s work transforming lives: how window treatments and business coaching are the same (and different) Running a well designed business has a formula LuAnn reveals the magic combination of her top-rated podcast (listen in — you might not be aware of all parts of her equation) Gretchen Rubin’s book, The Four Tendencies — how it applies to LuAnn The role of curiosity in LuAnn’s life — now and earlier What shaped LuAnn’s passion and success in sales How LuAnn’s path to leadership was shaped growing up with boys How does LuAnn unwind and how her early years socialized those choices LuAnn’s book about how to set up, organize, and run a business: “The Making of a Well Designed Business” LuAnn’s first book on body doubles (spoiler: it was a chapter in a compilation for Big Bold Businesswomen of New Jersey) The next phase: what LuAnn is most excited about now and a glimpse into the future Alignment of a life of purpose and how to use that in serving others (and the challenge it brings) The sales principle LuAnn leads with Why each of the 24,000+ Window Works customers is important to LuAnn The struggle of business life — and how to navigate through it EPISODE RESOURCES Gretchen Rubin’s The Four Tendencies Nancy Ganzekaufer, Business Coaching Silva Mind Control Og Mandino, The Greatest Salesman in the World Dale Carnegie, How to Win Friends and Influence People Napolean Hill, Think and Grow Rich Wayne Dwyer, Your Erroneous Zones: Step-by-Step Advice for Thinking and Taking Control of Your Life LuAnn’s website LuAnn’s podcast: A Well Designed Business LuAnn’s book: The Making of a Well-Designed Business Follow LuAnn at: Twitter | Instagram | Facebook Jan’s website Life Purpose Quiz Follow Jan at: Twitter | Instagram  | LinkedIn  | Facebook Subscribe to this show, and please consider leaving a rating or review Email Jan

We talk to Katherine Koidis, who is a Teaching and Learning Leader at Bayside Secondary College Senior Campus in Paisley. We asked Katherine about a range of topics, including what professional learning she's been recently undertaking, how it relates to her classroom practice, advice for CRTs, and special needs professional development.

We talk to Katherine Koidis, who is a Teaching and Learning Leader at Bayside Secondary College Senior Campus in Paisley. Katherine talks about how mentoring works in her school, advice for both mentors and graduate teachers, and advice for provisionally registered teachers completing their evidence-based process to move to full registration.

In this Episode we sat down with Aaron Fisher and Adam Grace from Conjurer Community to talk all about the student teacher relationship in magic and the blurry lines between them. The post How to be a Great Teacher, Mentor and Student of Magic with Aaron Fisher and Adam Grace appeared first on Discourse in Magic.

In this Episode we sat down with Aaron Fisher and Adam Grace from Conjurer Community to talk all about the student teacher relationship in magic and the blurry lines between them. The post How to be a Great Teacher, Mentor and Student of Magic with Aaron Fisher and Adam Grace appeared first on Discourse in Magic.

Jonathan, opens with where we focus our attention is where we end up going and we are trained at a very young age from conception onwards there is conditioning and whatever our parents are thinking we as the embryo and baby become programmed with the thought forms that emanate from our mother then father etc. Bruce Lipton eloquently covers this subject. The amount of information that is reaching the senses and inner sensibility of developing baby and child is vast. Including the receptiveness of a baby's brain wave sensitivity of its mother and what she is tuning into and all the variables of a baby basically awash in an ocean of information that is infinite. Covering loving parents, family relationships extended family which spread outward into the surrounding community it bodes well for that child, and the necessity for us as a humanity to continually work towards this end. Cooperative cohesive tight, loving relationships are key to our individual and collective future.

Morning Prayers service with speaker David Foster, Trustee and Teacher Mentor at The Epiphany School, on Saturday, October 18, 2014.

A tribute to Professor Luis R. Fraga which commemorated his contributions to the Stanford community.  Over 350 students, alumni, faculty, and staff participated in the celebration.  (May 4, 2007)