Podcasts about teacher retention

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Send us Fan MailWhat if one of the biggest missing pieces in teacher retention is how we support mentor teachers?In this episode, Becca talks with John Pascarella, professor of clinical education at USC and Chief Academic Officer of the USC Race and Equity Center, about why mentor teachers are often asked to support new teachers without the training, role clarity, compensation, or coaching they actually need.They unpack why being a great teacher does not automatically make someone a great mentor, how mentoring adults requires a different skill set, and why schools need to stop treating mentorship like informal volunteer work.This conversation is for instructional coaches, school leaders, district leaders, and teacher leaders who want to strengthen new teacher support, improve teacher retention, and build more effective mentoring systems in schools.John's Info:Faculty profile  |  CCTE Policy Brief (free download, includes my brief on mentor teachers)  |  Learning Policy Institute (Stanford University)Buy "The Resistance Solution" here!Let's Stay Connected!Website  |  Instagram |  Twitter |  Linkedin |  Facebook |  Contact Us

Send us Fan MailIn this episode of Coaching the Whole Educator, Becca Silver talks with Principal Kafele about what happens when high expectations meet resistance in schools and how leaders can respond without slipping into compliance-driven leadership.Together, they explore how school leaders can create a true culture of high expectations, not by demanding instant transformation, but by helping educators experience steady, measurable growth. Principal Kafele shares why leaders must connect expectations to a larger purpose, build authentic relationships with staff, and understand what is beneath the pushback before deciding how to respond.This conversation digs into the difference between teacher resistance, overwhelm, and low expectations, and why leaders cannot diagnose those differences without ongoing trust, coaching, and collaboration. Becca and Principal Kafele also discuss the role of leadership identity, including how the way leaders see themselves shapes how they respond to hesitation, pushback, and resistance.Listeners will walk away with practical insight into how to: Hold high expectations without leading through compliance  Recognize growth as progress, not perfection  Build a school culture where expectations become normal behavior  Respond to resistance with curiosity instead of judgment  Strengthen leadership identity during difficult conversations  Support educators through change while maintaining clear standards This episode is especially valuable for principals, assistant principals, instructional coaches, district leaders, and school leadership teams who are navigating resistance to change, supporting adult learning, and working to build cultures of growth, accountability, and meaningful progress.[BOOK] Grab There Resistance Solution: Why Educator Resist and What They Need Instead HERE! Let's Stay Connected!Website  |  Instagram |  Twitter |  Linkedin |  Facebook |  Contact Us

This week on Insight, we're focusing on building stronger communities through homeownership, fatherhood, and education.First, Ernest L. Campbell Sr., Mortgage Retail Sales Senior Manager and Executive Director of Residential Lending at Wells Fargo, along with Abraham Reyes Pardo, Vice President of the Office of Housing and Diversion Services for the Urban League of Greater Philadelphia discuss the upcoming Homebuyer Fair and resources to help families achieve homeownership and build generational wealth. The free event takes place Saturday, June 6, 2026, from 10 a.m. to 2 p.m. at the Esperanza Arts Center in Philadelphia, with raffles, counseling, and lending resources available. Register at Admission is free, but registration is required. Attendees can enter raffles to win prizes up to $1,000.Register at Wells Fargo/Urban League of Philadelphia Homebuyer Seminar and FairLearn more at Urban League of Greater Philadelphia and Wells Fargo Home Lending.Follow on Instagram: @urbanleaguephila and @wellsfargo.We also discuss fatherhood, healing, and reentry with Lori Daisy Goins, Executive Director of FACT Experience; Cameron Brown, Director of Marketing and Promotions; and Muscle, board member for FACT Experience, ahead of the 2026 Fatherhood Symposium on Saturday, June 6, from 1 to 4 p.m. at Vare Recreation Center. Together, they share how reconnecting fathers and families can help break cycles of violence and incarceration while creating spaces for healing and hope.Learn more about FACT Experience at FACTExperience.com, register at 2026 Fatherhood Symposium Eventbrite Page, and follow @factexperience.And finally, we talk about the growing teacher retention crisis with Adia Hagans-Paige of Belmont Charter Network, exploring educator burnout, teacher pipeline programs, and strategies schools can use to better support and retain teachers across Philadelphia. Learn more at Belmont Charter Network.

In Season 11, Episode 3 of Learning Can't Wait, Hayley Spira-Bauer speaks with Julia Bialeski—educator, author, speaker, former principal, and current district leader overseeing recruitment and hiring in a large Maryland district serving 57,000 students across 78 schools. Julia shares how her wide-ranging experiences (teacher → instructional specialist/curriculum writer → assistant principal → principal → district recruitment leader) shaped her people-first approach to education. The episode centers on her leadership mantra, “Be brave and care about people,” born from a six-word story exercise as staff returned after COVID closures—highlighting the need to pair courageous decision-making with deep care in education. Julia also offers practical insight into hiring and retaining educators: prioritize genuine care for children, build belonging from the interview experience onward, and protect teacher time, autonomy, and flexibility to support sustainability and reduce burnout.

What if the burnout crisis in education is not just a workload problem but a skills gap? In this episode of Aspire to Lead, Joshua Stamper sits down with Corwin author and educator Katrina Huels to unpack why 54% of K through 12 educators report feeling burnt out often or always, and what leaders and teachers can actually do about it.​ Katrina draws on her 14 years of leadership experience across special education, assistant director, and executive director roles to explain how emotional intelligence development across five domains (self awareness, self regulation, internal motivation, empathy, and social skills) can reduce turnover, increase job satisfaction, and help educators shift from a reactive stress response into their thinking brain. She also breaks down the neuroscience behind neuroplasticity and explains why consistently practicing EQ tools, including breathwork, gratitude practices, and cognitive reframing, actually rewires the brain so that calm and clarity become the default rather than frustration and overwhelm.​ Katrina shares practical strategies educators and leaders can begin today, introduces her book Transformational Tools for Special Educators, her new companion workbook designed for all educators and leaders, and a professional development curriculum that makes the research backed case that mental health is professional development. About Katrina Huels: Katrina G. Huels is an educational consultant and former special education leader with more than twenty years of experience working across classrooms, programs, and district leadership. Her work focuses on helping educators sustain their passion and effectiveness in one of the most emotionally demanding fields in education. Over the course of her career, Katrina has served in roles ranging from classroom teacher to senior executive, gaining firsthand insight into the complex pressures facing education professionals. She has worked extensively in instructional design, program leadership, and national accreditation, developing systems that support both educator performance and student outcomes. Drawing on a background in psychology, neuroscience-informed practice, and educational leadership, Katrina translates research into practical tools educators can actually use in the middle of a demanding school day. Her work centers on emotional intelligence development, neuroplasticity, and the cultivation of professional resilience. Follow Katrina Huels: Website: www.huelsappliedharmony.com Instagram: https://www.instagram.com/kat_huels/ Linkedin: www.linkedin.com/in/katrina-ramke-huels-04454a3b New Book: https://amzn.to/3PnompP -- NEW Aspire to Lead Cohort: Join the April 1st Launch Ready to move from teacher to administrator? The Aspire to Lead Cohort is a monthly leadership program designed for educators pursuing administrative roles. Get expert training, peer accountability, interview prep, and a clear roadmap to advance your career. December 1st cohort launching soon. Limited spots available. READY TO JOIN? Apply for the Aspire to Lead Cohort: https://bit.ly/47xWzIu Limited spots available. Next cohort starts 4/1/26

District Chief Human resource Officer Dr. Shanna Johnston joins Adam Wright to talk about employment in the District. She also explains how we improved teacher vacancies and how we keep track of vacancies. #loveleeschools #podcast

Teaching is more than a profession — it's a calling. But in today's educational climate, staying in the classroom requires intention, boundaries, and support. In this episode, we're talking honestly about teacher retention: why educators leave, why some stay, and how we can create conditions where teachers don't just survive — they thrive. Quotables "Know when to take yourself out of the game before your team suffers.""Some part of finding your balance and happiness is just changing up the scenery.""Every time I switched it up, I grew something I didn't know I needed or wanted." Join the Always A Lesson Newsletter Join here and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.comBlog: Always A LessonFacebook: Always A LessonTwitter: @gschultekInstagram: Always.A.LessonLinkedin: Gretchen Schultek BridgersBook: Elementary EDUC 101: What They Didn't Teach You in College Gretchen's latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon. Leave a Rating and Review: This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future. https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2 Search for my show on iTunes or Stitcher.Click on ‘Ratings and Reviews.'Under ‘Customer Reviews,' click on “Write a Review.”Sign in with your iTunes or Stitcher log-in infoLeave a Rating: Tap the greyed out stars (5 being the best)Leave a Review: Type in a Title and Description of your thoughts on my podcastClick ‘Send' Music from #Uppbeat: https://uppbeat.io/t/mark-july/your-way License code: QD3TG5UIS0LHILEL

Noelle explains why teachers may struggle or quit within the first 90 days when onboarding is overwhelming or unclear. She shares how her center improved retention and confidence by breaking onboarding into day-by-day checklist sections (starting with safety), creating predictable routines, and adding quick daily check-ins from multiple leaders. She also recommends assigning dedicated onboarders by age group to ensure consistent training and accountability.Check out our new Lunch and Lead series HEREConnect with us at The Director's Club HERE

Michael Gove joins Teachers Talk Radio for a wide-ranging, unfiltered conversation with teachers on the biggest issues in English education and the legacy of his time as Education Secretary. We cover: • What Gove says he “got wrong” — and why he thinks reforms didn't go far enough • “The Blob”: regrets, meaning, and who he says it referred to • Curriculum & EBacc: impact on arts, vocational routes, and “knowledge-rich” schooling • SEND & inclusion: reasonable adjustments, direct instruction, and ambition for all pupils • Teacher retention: why 40–50k leave and what he thinks is driving it • Behaviour & violence in schools: exclusions, alternative provision, phones/social media • Ofsted, Amanda Spielman, safeguarding judgements — and the Ruth Perry case • Plus: a quick-fire ending (including Brexit…) Featuring teacher questions from Liz Webb (English teacher, 20 years) and Yasmin Omar (assistant headteacher). Thanks to our show partners AQA and Hachette Learning for supporting Teachers Talk Radio.

In this "Learning Can't Wait" podcast episode, host Hayley Spira-Bauer interviews Dr. Melissa Sadorf, Executive Director of the National Rural Education Association (NREA), who shares her 32-year career in rural Arizona schools from teacher to superintendent before leading advocacy efforts. Sadorf defines rural beyond geography as issues of access to resources and human capital, challenges misconceptions of rural schools as "backwards" by emphasizing their role as community hubs and innovative assets, and highlights the "Why Rural Matters" report, which analyzes data across 50 states on student outcomes, mental health, policy, and more to advocate for 10 million rural students. She stresses needs like reliable funding, teacher recruitment/retention policies, and an asset-based lens, while advising new rural educators to build deep community relationships.​

  Get the book, The Daily SEL Leader Get the book, A Blueprint for Teacher Retention: Leading Schools that Teachers Don't Want to Leave Visit the Brass Tacks Innovations website, www.brasstacksinnovations.com View the Teacher Retention Model PDF  About The Authors James Bailey's career has encompassed teacher, principal, assistant superintendent, school turnaround leader, consultant and superintendent roles spanning Texas, Colorado and Wyoming. He holds a PhD in Educational Leadership and Innovation from the University of Colorado-Denver, is a prolific publisher and presenter, and currently serves as a core faculty member at Walden University in the area of educational leadership. Randy Weiner has worked in education and education technology and consulting throughout his career. He co-founded the country's first public Montessori, arts integration, and design thinking school in Oakland, CA. A Teach for America alum and father to two daughters, Randy taught for 5 years in Oakland and Madagascar, and holds two BAs from Middlebury College and an MA in Education from Stanford. They are the founders of Brass Tacks Innovations, a consultancy focused on leadership development, workplace culture, teacher retention, and other challenges. James and Randy are the co-authors of The Daily SEL Leader and James is the author of A Blueprint for Teacher Retention: Leading Schools that Teachers Don't Want To Leave.  

With Jade Davies, Dr Ola Demkowicz, Dr Khathustshelo Muluvhu-Malanga and Dr Laura Oxley In this final episode from the BPS Psychology of Education Setion's conference we hear from four experts on different elements of mental health in schools. We explore how social media impacts teenagers' wellbeing, the unique mental health challenges faced by adolescent girls, effective counseling models for supporting students towards academic excellence, and the importance of teacher wellbeing. The guests share research insights and practical advice, emphasising the need for open conversations, systemic change, and collaborative support. Together, they highlight the complexities of mental health in education and the importance of empathetic, evidence-based approaches for both students and teachers. Key points from the episode: Mental health in schools Impact of social media on young people's mental health Adolescent girls' mental health challenges Gender mental health gap and contributing factors Counseling models to support student wellbeing Teacher wellbeing and its relationship to student behavior Systemic changes needed to improve mental health support in schools Importance of open conversations between adults and young people regarding social media Strategies for teachers to manage student conduct and support mental health Collaboration among educators, parents, and institutions to enhance student support systems Time stamps Jade Davies: 2mins 6secs Ola Demkowicz: 14mins 28 secs Khathustshelo Muluvhu-Malanga: 25mins 16 secs Laura Oxley: 32mins 34secs  

  Holly shares a personal frustration she's been losing sleep over about her daughters experience with trying to become certified as a teacher. The hosts take a look at The Jordan School District's sky high teacher retention and what the district is doing right and where things could improve with Dr. Anthony Godfrey, Superintendent of Schools of the Jordan School District.  

Send us a textLearn more about *The Resistance Remedy* On Demand CourseIn this episode, Dr. Donna Spangler shares the coaching breakthrough that changed everything: She stopped trying to convince teachers, and they started showing up with purpose, ownership, and even excitement.After going through The Resistance Remedy course, Donna realized she wasn't dealing with a skill gap—she was missing the belief gap. Once she started listening for mindset signals like value, belonging, and ownership, her entire coaching approach shifted. Teachers moved from polite compliance to full engagement. They initiated change. They emailed saying they were excited to teach again.She stopped relying on instinct and started coaching with intention. That's when everything changed.Donna's biggest realization? Resistance isn't a roadblock. It's a message. And when you know how to listen for it, you don't just coach better. You coach braver.Learn more about *The Resistance Remedy* On Demand Course(Grab it now to get the Bonus S.I.P. Implementation Planning Document)Dr. Donna Spangler's Info:Podcaste Takeaway One-Pager: https://secure.smore.com/n/hbzyejEdjacent Website - https://www.edjacent.org/Sibme Website - https://www.sibme.com/Emails - coachwithdonna@gmail.com OR donna@edjacent.orgLinkedIn - www.linkedin.com/in/donna-spangler-56835412aLet's Stay Connected!Website | Instagram | Twitter | Linkedin | Facebook | Contact Us

  The Ruckus Report Quick take: Most districts are dumping water into leaky buckets while wondering why they can't fill them. Nate Eklund shows us why we've been solving the wrong problem — and how "punching the shark" creates the workplace conditions that make educators want to stay. Meet Your Fellow Ruckus Maker Nate Eklund is the founder and CEO of Vital Network, a national organization focused on improving educator retention and well-being through workplace improvements. A former classroom teacher and author of How Was Your Day at School? Improving Dialogue about Teacher Job Satisfaction, Nate brings deep experience and research-backed insight to the conversation on creating sustainable, joyful workplaces for educators everywhere. Breaking Down the Old Rules

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Teacher retention bills are awaiting Governor Stitt's signature.The Thunder gets ready for Game Three of the NBA Finals.Cattle ranchers are raising concerns about the return of an invasive parasite.You can find the KOSU Daily wherever you get your podcasts, you can also subscribe, rate us and leave a comment.You can keep up to date on all the latest news throughout the day at KOSU.org and make sure to follow us on Facebook, Blue Sky and Instagram at KOSU Radio.This is The KOSU Daily, Oklahoma news, every weekday.

This edWeb podcast is sponsored by Center for Black Educator Development (CBED).The edLeader Panel recording can be accessed here.The Center for Black Educator Development (CBED) is committed to rebuilding the national Black teacher pipeline, addressing the critical need for educator diversity and educational equity. In this edWeb podcast, the panelists highlight CBED's Teaching Academy (TA), a dual-enrollment, career and technical education (CTE) program designed to support teacher diversification and enhance academic outcomes for all students.This session aims to introduce Teaching Academy as a transformative solution for school districts, charter networks, and independent schools to attract and retain diverse educators, particularly those who reflect the communities they serve. Learning objectives include:Understand the importance of teacher diversification and its impact on student achievement, especially for students of colorExplore the Teaching Academy's model, combining teacher preparation, dual enrollment, and CTE elementsLearn how to implement Teaching Pathways in your schools to build a sustainable teacher pipelineGain insights into CBED's national expansion strategyListeners gain valuable insights into how CBED's Teaching Academy addresses educational equity and racial justice, while providing practical steps for engaging with CBED to implement Teaching Pathways in their schools. Join us to learn how this initiative is shaping the future of teacher diversity and educational outcomes. This edWeb podcast is of interest to school leaders and district leaders of high school, higher education, and adult learners.Center for Black Educator DevelopmentRebuilding the national black teaching pipeline to achieve educational equity and racial justiceDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

Send us a text4 Flexibility Options Schools Need NOW to Retain Great TeachersIn this week's episode, I share something deeply personal that has been on my mind since I left the classroom full-time two years ago. The truth? I never stopped loving teaching or my students - I simply needed more flexibility than traditional school structures could offer.The Flexibility Crisis in EducationLet's be honest - teaching has become an all-or-nothing profession. You're either in the classroom full-time or completely out of education. This inflexible system is driving away talented educators who love teaching but need options that accommodate:Young children at homeAging parents requiring carePersonal health needsWork-life balanceIn this episode, I explore four potential solutions that could enable teachers to remain in the profession while enjoying more flexibility in their schedules.They include:1. Reimagined SabbaticalsNot just unpaid leave, but structured breaks (6 months to a year) with:Partial pay possibilitiesGuaranteed retention of tenureMaintained healthcare benefitsReturn-to-position guarantees2. Expanded Job SharesAllow two excellent teachers to split one full-time position:Flexible scheduling optionsMaintained benefits (critical improvement needed)Reduced burnoutPreserved institutional knowledgeCollaborative teaching partnershipsLess disruption for students3. Reduced Load ContractsCommon in higher education but rarely available in K-12:Teach fewer classes/sectionsPerfect for experienced educatorsOpportunity to bring back retired teachers as mentorsReduce burnout while maintaining connections4. Administrative Support SystemsAddress the number one complaint: "I love teaching - it's all the OTHER stuff that wears me out"Dedicated admin support for paperworkHelp with data entry, reporting, emailsGrade management assistanceParent communication supportReduced mental load for teachersBonus Idea: Professional "Break" BankCreate systems where teachers can donate time to colleagues needing mental health breaks - not just for physical illness.Remember: Flexible options aren't a sign of weakness - they're infrastructure for longevity a Want to truly thrive in teaching without sacrificing your personal life? Check out my signature on-demand course, Balance Your Teacher Life. You can go the self-study route or join a cohort with group coaching for Summer 2025. Check out all the details here: www.gracestevens.com/balance

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

Text me Your email for my Booking LinkMichael Jay sits down with Rebecca Sebastian—founder of WorkingInYoga.com and owner of Sunlight Yoga & Apothecary—to explore real-world challenges around fair pay, teacher retention, and sustainable growth. Drawing on her experience as both a studio owner and industry advocate, Rebecca shares why shifting from contractors to employees can cultivate a more consistent student experience, foster teacher loyalty, and create healthier business practices. Whether you're contemplating compensation structures or simply aiming to strengthen your culture, this episode is packed with insights for building a thriving, people-first yoga business.Key TopicsRebecca's JourneyHow she went from dedicated teacher to advocate for fair labor practices in yoga.Pay & CompensationWhy it's crucial to rethink “per-class contractor” pay in favor of transparent models that impact finances and teacher morale.Teacher Retention & Workplace CultureStrategies for keeping teachers motivated and committed—like coaching, mentorship, and community-building.Balancing Revenue & MissionTips for finding the sweet spot between running a profitable business and staying true to your values.Advice for New & Growing StudiosFundamental steps—like crafting clear mission, vision, and values—for hiring (and keeping) the right team.Quote“You're hiring teachers to deliver a really good class. You're not hiring them to market for you. That's your job. Pay them fairly for the job you want them to do.” – Rebecca SebastianAbout Rebecca SebastianRebecca is the founder of WorkingInYoga.com, a platform dedicated to fair labor practices, pay equity, and community-building in yoga. She also owns Sunlight Yoga & Apothecary, implementing transparent pay, mentorship, and robust teacher support.Resources & Next StepsConnect with Rebecca: WorkingInYoga.comConnect with Michael Jay: YogaBizChamp.link/podlinkEnjoying the Podcast?Please subscribe, rate, and review on your favorite platform!Book a call with Chris from the Sales Arms with my direct link to his calendar Yoga Biz Champ listeners get 50% off the first 3 months or 15% off annual plans via my exclusive link offeringtree.com/yogabizchamppodcast Book a call with Mitch McGinley from the Boutique Fitness Brokers with my link. BOOK WITH MITCH HERE FREE RESOURCES AND BOOK A CHAT LINKhttps://yogabizchamp.link/podlink

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

Courtney Walker, NASSP National Assistant Principal of the year for 2024 talks about personalize learning for both teachers and students at her school and how to get started. The collaboration at her school will inspire you! Show notes and full transcript: https://www.coolcatteacher.com/e885

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

In this episode, we dive into the essential topic of self-care for educators with expert Morgane Michael, author of "Burn Out and Fired Up" and "Blueprint for Belonging." Teaching is a high-stress profession, often leading to burnout and compassion fatigue. Morgane shares practical strategies to help educators maintain their well-being, foster a positive classroom environment, and build a supportive school culture. - Discover the power of mindfulness in just three minutes a day. - Learn how to assess your career and projects with two simple questions. - Explore the benefits of gratitude practices and how they can transform your mindset. - Understand the importance of connection and reflection for personal and professional growth. Tune in to learn how to be the sunshine on someone's cloudy day and create a positive impact in your school community. Don't forget to subscribe and share this episode with fellow educators who could use a boost of inspiration and support. Link to show notes and guest bio: https://www.coolcatteacher.com/e882  

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article (link coming soon) includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

A nearly $10 million gift to the University of Montana College of Education aims to keep new teachers in Montana and improve mental health in public schools.

1/14/24: Prof Amilcar Shabazz w/ Prof Jehann El-Bisi: Free Leonard now! & celebrate MLK Day. Duke Goldman: the Hot Stove League and the Hall of Fame vote. Educator Todd Gazda: teacher retention and recruitment. Immigration attorney Dan Berger on the gathering storm.

1/14/24: Prof Amilcar Shabazz w/ Prof Jehann El-Bisi: Free Leonard now! & celebrate MLK Day. Duke Goldman: the Hot Stove League and the Hall of Fame vote. Educator Todd Gazda: teacher retention and recruitment. Immigration attorney Dan Berger on the gathering storm.

1/14/24: Prof Amilcar Shabazz w/ Prof Jehann El-Bisi: Free Leonard now! & celebrate MLK Day. Duke Goldman: the Hot Stove League and the Hall of Fame vote. Educator Todd Gazda: teacher retention and recruitment. Immigration attorney Dan Berger on the gathering storm.

 The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).   Journal Article: https://jae-online.org/index.php/jae/article/view/2604

Meet authors and educators Dr. Joseph Jones, Superintendent of New Castle County Vocational-Technical School District and Dr. T.J. Vari, Senior Director of Product Strategy at MaiaLearning.  While on tour for Learning Counsel media, LeiLani met Joseph and T.J. at the regional Baltimore event and learned of their involvement in teacher retention.  Between them, they have written six books and are working on another. Listen in on important points made about the state of play in recruiting and retaining teachers during the epic teacher shortage across America from two folks who have been deeply involved in that work along with another author, Salome Thomas-El.  Don't miss their books” Retention for a Change: Motivate, Inspire, and Energize your School Culture,” “Building a Winning Team,” “Passionate Leadership: Creating a Culture of Success in Every School”, “7 Mindshifts for School Leaders: Finding New Ways to Think About Old Problems”, “Candid and Compassionate Feedback: Transforming Everyday Practice in School”, and “Invest in Your Best.”

Send us a textThis is part of our *BEST OF* Series, where we highlight the most downloaded episodes of all time.In this episode, Becca dives into an intriguing conversation with Chanavia Patterson, affectionately known as Principal Patterson, on the powerful concept of "listening for what's not being said" in school culture. Discover the secrets behind understanding underlying messages, emotions, and nonverbal cues to foster a thriving school climate and increase teacher retention. From active and reflective listening techniques to creating open communication spaces and the game-changing impact of creating your very own advisory council, Principal Patterson shares invaluable insights to transform your leadership approach. Uncover the essence of school culture, far beyond the tangible, as her wisdom sparks inspiration for exceptional educational leadership to elevate your school's culture, communication practices and teacher retention.Connect with Chanavia Patterson: Instagram, Twitter, LinkedInResources[FREE E-BOOK] Download my 17 Coaching Tips Ebook[FREE EMAIL SERIES]  Teacher Growth Mindset SeriesFeel free to contact me directly with any questions or feedback: becca@thewholeeducator.com.Let's Stay Connected!Website | Instagram | Twitter | Linkedin | Facebook | Contact Us

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article (link coming soon) includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).    Journal Article: https://jae-online.org/index.php/jae/article/view/2604

Send us a textIn this episode of Crisis in Education, we sit down with 25 year principal Martin Silverman, author of the upcoming book Sustaining Excellence: How Culture Drives Teacher Retention. Marty shares his perspective as a long-time school leader, discussing effective strategies to foster a positive school culture that encourages teacher retention. Dr. Pauile discusses the actionable approaches Marty applied as a leader and outlined in his book, ranging from building autonomy and addressing mental health to creating a "culture of yes" and nurturing a family-like atmosphere in schools. Marty emphasizes the importance of genuine connections within school communities and how these practices can reduce turnover while strengthening the bonds that keep teachers committed to their profession. If you're looking to understand how school culture can be a powerful tool for retaining great educators, this episode is for you.

On Tuesday, we shared the stories of young teachers in the Erie School District and their views on school climate, parental involvement, and the realities of the teaching profession. With us was: • Erie Education Association President Mary Theuerkauf • PSEA Regional Field Director Marcus Schlegel • EPS Speech Pathologist Jill Nolan • Strong Vincent Middle School Instructional Support Teacher Carrie Rugh-Grove • East Middle School Special Education Teachers Kathrine Mulokey & Jessica Quadri

In the milestone 200th episode of the Better Learning Podcast, special host Kevin Foote sits down with Dr. Andy Forless, superintendent of Mesa Public Schools, to dive into a conversation about innovation in education. As the leader of Arizona's largest school district, Dr. Forless shares her unique journey from classroom teacher to educational leadership and how her passion for teaching has shaped her vision for transforming student learning experiences. The centerpiece of their discussion revolves around Mesa Public Schools' groundbreaking team teaching model, an approach designed to leverage shared expertise among educators. This model fosters a sense of belonging among students, enhances student engagement, and has proven effective in improving teacher retention—a growing challenge in education today. Dr. Forless and Kevin also explore the role of collaborative learning spaces and partnerships, particularly with Arizona State University, in making these educational innovations possible.   Takeaways: Team teaching allows for shared expertise among educators. Collaborative learning spaces enhance the team teaching experience. Personalized learning is essential for student engagement. Partnerships with universities can drive educational innovation. Redesigning working conditions is crucial to retain teachers. The future of education relies on collaboration and flexibility.   Andi Fourlis is the superintendent at Mesa Public Schools. Her career began in 1992 as a teacher in the Washington Elementary School District in Phoenix. She joined the Scottsdale Unified School District in 1996, where she spent 19 years as a teacher, director, executive director and assistant superintendent. In 2015 she joined the Arizona Science Center as the chief learning officer. In 2017, she joined Mesa Public Schools as the assistant superintendent of teaching and learning and later served as deputy superintendent. Andi Fourlis has received numerous awards, including the Horace Mann Ruler of the Month Award in 2019, the Kathy Hunt-Ullock Award for Middle Level Advocacy in 2013, and Teacher of the Year Award at Royal Palm Middle School in 1994. She is a graduate of Valley Leadership Institute Class 38 (2017).   Sound Bites: "I never thought that I would ever leave my classroom." "Team teaching is when a group of adults share expertise."   Follow Dr. Andi Fourlis on Social Media: LinkedIn: https://www.linkedin.com/in/andi-fourlis-713994122/   Learn More About Mesa Public Schools: Website: https://www.mpsaz.org/     Learn more about creating better learning environments at www.Kay-Twelve.com. Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Find out more about Kevin at https://www.linkedin.com/in/kevinstoller/. For more episodes of the Better Learning Podcast, visit https://www.betterlearningpodcast.com/     Episode 200 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.   For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/   Want to be a Guest Speaker? Request on our website     Transcript Kevin Stoller (00:01.288) Welcome back to the better learning podcast. My name is Kevin Stoller I'm the normal host of the show, but we have another Kevin Kevin foot who's gonna be stepping in and Leading the conversation with dr. Andy for lists She is the superintendent of Mesa Public Schools the largest district in Arizona and I'm bummed that I wasn't part of this conversation I was really looking forward to it. But as you listen to the episode they talk a lot about their team Teaching approach had they've been doing in conjunction with Arizona State University. So it's really fascinating. So listen in. I hope you learn a lot from this and here you get to hear Kevin Foote and Dr. Andy Forless.   Kevin Foote (00:46.85) Hello, how are you? Good, how are you? I'm a different Kevin.   Dr. Andi Fourlis That is just grand, no troubles at all. So I'm Andy Forlund, Superintendent in Mesa Public Schools. I am an Arizona native. I began my educational career in Mesa Public Schools at Lowell Elementary. I'm starting kindergarten at Lowell. And I became a teacher because I loved to play school ever since I was a little girl. I was trying to arrange and rearrange, whether it was stuffed animals, my brother, the neighborhood kids, I was always organizing them into some type of a classroom. And so I spent fond memories of being a toddler and then growing up always playing school. I got super excited about going to kindergarten and I planned for my first day of kindergarten for a very long time from what I was going to wear to what my lunchbox was going to look like, what my backpack would look like and so on. So my mom took me to kindergarten and off I went and she picked me up at the end of the day. So excited to hear about, my gosh, Andi, how was your first day of school? You've been waiting this for so long. Well, I started crying. I pitched a fit in the car. I said it was the worst day of my life. And I remember her face was just blank. Like, how could this be the worst day of your life? And mom, you did not tell me that I was not going to be the teacher today. So I went to school and I was four. I was turning five in December. I went to school to kindergarten as a fourth as a four year old. Yeah. I was going for one reason. That was to be the teacher. I have had this idea that I was going to be a teacher because I always wanted to arrange people and things so that they can learn. And so as long as I can remember, I was always going to be a teacher in the back of my mind. Then I went to school, so I'll answer another one of the questions. So school for me was, it was a great place. I learned quickly. I had lots of questions. I kept thinking about how it could be different, how it should be different. And as I went through school, I never raised my hand. And when people ask me, Andi, what do you want to be when you grow up? I never said a teacher. kept thinking, I don't want to do it like this. I want to do it differently. And it wasn't until I had the opportunity to take some college courses that like an introduction to education, I thought, OK, this is what I'm going to do with my life. I can't way that it currently is. I don't have to live in the status quo. So I've always had one goal and I've always been in the service industry. I was a waitress all through high school and college to pay my way through college. And I realized that serving other people was something that I was good at and that it contributed to a better life for me and others.   Kevin Foote I love it. I love it. Very, very similar backgrounds, you and I. I'm not going to get into mine, but very, very similar. I was one of those weird ones that always knew I wanted to be a teacher. So what got you into administration, whether it was principal or eventually now in superintendency, what was your guiding light for that?   Dr. Andi Fourlis Well, I will tell you that I never thought that I would ever leave my classroom. I taught third grade, sixth grade, seventh grade, and then eighth grade. And it was a sixth grade classroom that I had district leaders come into my classroom and ask me if I was interested in mentoring other teachers. And I said, sure, I've always mentored other teachers. They said, yeah, but this would be a full time job where you step out of your classroom and for maybe three years or so work in our new teacher induction model and bring in our new secondary teachers. And really get that complemented to strong instructional practices and so on. I said, interesting. Okay, I could do that for a little bit. And then I never went back. So that was in 2000. And so here we are, 24 years later, I've not gone back into a classroom. I still have samples of student work that I'm ready to use someday. But I've back. So it was a tap on the shoulder to move into teacher leadership. And my journey has been through teacher leadership. I've never been a building principal or assistant principal. My journey was being an instructional coach and then to a director of professional learning and a director of recruitment.   Kevin Foote That's great. That's an interesting path. That's very unique compared to general superintendents. They've usually gone the principal path. So that's a very interesting path like that. So I've done some research into it. I've actually...you know, we've designed some schools and stuff within the ASU model of the team teaching and everything. And I wanted you to talk some more about that. I was able to listen to another podcast you were on and I've just, I loved it. Loved it. I was like, guys, this is right. I love hearing about this.   Dr. Andi Fourlis Okay. Yeah. So, you know, I would say like, I'm sorry to be redundant, but I know you probably love talking about it. And this is a, you know, maybe a bigger, different audience. So, if this is, you know, maybe architects or designers or somebody maybe in my industry on that end could hear more about what the team teaching model is for, like, for me, I'm all about it I was in the classroom. Maybe somebody who's never really been in the classroom. What does that look like? So when we think about our experiences in schools and being a one-on-one school is that people usually identify by saying, well, this was my third grade teacher. Well, my fifth grade teacher had the most impact on me. My seventh grade English teacher had an impact on me. That is the typical experience that most students have in American public school system. When we think about team teaching is when you start students start to identify this is the team of teachers that I am working with and it is beyond the one teacher one classroom model. Then the majority of my career I had the great benefit of working on a team. I was not just one teacher trying to serve all of my children. I was always on a team. I started in third grade and that was a team taught class and I did my teaching and then taught there. And then I moved into, there was a couple of years at the very beginning that I was a one teacher in one classroom. And I was a middle school team. And then when I moved to the Scottsdale Unified School District, I was also in a three person team, sharing a roster of 150 students. And we were co-designing deeper and more personalized learning. Those are all fancy words I have now, but I would have never been able to use. 1896 is when I started this work. School teaching is when there are a group of adults, teachers sharing their expertise to co-design instruction for a common roster of children that they serve. So, the public schools, our definition of a team is at least two teachers sharing a roster of students designing learning outcomes for them.   Kevin Foote Awesome. Now, just piggybacking on that, are there...How rare is this in Arizona? Are there other districts that are doing this? Did you get the model from, I know ASU, Arizona State's kind of guiding it, but did you get to see any other districts in action that are doing this?   Dr. Andi Fourlis So yeah, there are other districts that are implementing team teaching. And like I said, my own career, I started in 1991 and thinking about what we knew about middle school, adolescent design. It was, middle schools were based on teams of teachers bringing their academic knowledge, working with other teachers to serve children. So this is not a model that's new at all. In fact, team teaching, we can go back into our history books and look at even our former superintendent, Dr. Jim Saharis talking about team teaching in the 1970s. So this is not a new concept. What's new about team teaching today, is that we are using it in an environment of high levels of accountability. Because I believe that we started moving to the one teacher one classroom under the era of No Child Left Behind. No Child Left Behind talked about things like the highly qualified teacher, the appropriately certified teacher. And when it started breaking down classrooms by certification of who was highly certified to teach these students, and we had such a focus on that that we really aligned one teacher to typically a class of 25 to 30 students. And so No Child Left Behind came in with high levels of accountability to the teacher. And so team teaching, any type of collaboration, I believe, started to fall to the wayside.   Kevin Foote Yeah. OK. And I love what you talked about there where it's taken it from that middle school model or the junior high model where that's essentially what you're doing. And why can't we do top down with that? I love that. It's so important to talk about when we talk about the next education workforce teaming model, it is more than just a team of teachers. When we're truly talking about teaming, we are opening up learning opportunities for students by bringing in community partners, by community educators, rethinking the role of an instructional assistant. Even in today's world, here we are in 2024, rethinking the role of technology on a team. What role does this piece of technology play in integrating into the learning needs of students?   Dr. Andi Fourlis So it's taking all of your resources and arranging for learning for students and it is beyond the scope of just the certified teachers in that classroom. It's wrapping adults around the needs of children.   Kevin Foote Yes. I love that. And you you could see creating a strong workforce that knows how to work with, let's say, different types of bosses and all the varying learning styles and teaching styles that go along with, you know, I'm sure somebody in their career at some point were like, there's a boss that I just didn't work well with or I really like working for him or her and things like that. So I think this is a good start to that to get them to understand it at a young age. How do you function within, how does this team teaching model function within like the learning environment, like the actual spaces? Can you explain how Mesa's done it or if you've seen another district, like how do they make it work with if you do have a space that's been designed and furnished for that and everything, and then a space that's not, how do they make that work? I'd love to hear both sides of it.   Dr. Andi Fourlis So collaborative learning spaces are very important for teaming. And I will tell you that we have intentionally designed spaces for collaboration for teaming in Mesa Public Schools. And we also have teaming that is alive and well their physical design is not super conducive, but they make it work. So I'll give you another example. At Westwood High School, all ninth and 10th graders are on teams, and those are bigger kids, and they need bigger spaces. And so we have some potentially designed space where walls have come down. They've got movable chalkboards, whiteboards throughout the room. So kids are working on different projects. They're in and out of this collaborative space. At Stevenson Elementary, every child is on a team and they are beginning in first grade as a multi-grade team. And so the doors between classrooms are able to be opened. They look just like they're very large doors with the glass in between them and they- Storefront, if you will. So students are moving from classroom to classroom within a pod. never walk outside. They are all inside the building between classes. We have others that students have to walk outside to the classroom next door. So there's lots of different ways. And but what is most important is not that we're just moving kids, but what is the purpose and the intent behind the movement? And that needs to be artfully designed. We are moving kids around to get what they need to improve their learning outcome. So sometimes they need additional English language arts time. Sometimes they need more mathematics time. Sometimes they're going into innovation space because they're working in a project. And so they, at Stevenson Elementary, all students set their own intentions and learning targets for the day and then monitor those and then build their schedule with the guidance of the adults around what their game will look like. And so they have to be able to move.   Kevin Foote Okay, I love that.   Dr. Andi Fourlis That's one very last thing, have to be able to move. I love getting them up and moving. I'd also like to add that it's really important for our teams to build a community of learners. And so when the majority of our teaming models, at the beginning of the day, the entire grade level or grade bands at three, four, for example, at Stevenson, they meet in the morning for what they call family time. They all come together. Other schools, it might just be the entire third grade. They come together in the morning and they check the health and wellness of the community. That's what they do, but then they move on. At Stevenson, we have larger groups of children. So another added feature is that we have audio enhancement. So all of the teachers use microphones and they're in the classroom. And that's been a modification so that all children can learn even in a large space.   Kevin Foote That's great. I love that. I love that. what successes have you seen? And again, this is kind of like a two-part. What successes have you seen academically as well as socially? Because there's so many I want to hear from you firsthand. What successes have you seen in both those aspects?   Dr. Andi Fourlis So we have what our strongest indicators are around students have a sense of belonging. So they know where they belong, have an identity and they have more than one adult that they can connect with every single day. So while you might be assigned to Mrs. Smith and in third grade and teacher one classroom model, you and Mrs. Smith may not see eye to eye on things. And so in our teaming model, students have a lot of opportunity to connect with the expertise of multiple adults, including their teachers. So there's higher level of sense of belonging and confidence amongst our students that are in teams. The other is that what we're paying attention to building their confidence and efficacy for how they can be self-directed learners, those early on indicators are that they're feeling more confident. And being self-directed, when we take a look at our teachers, their retention rates are higher and their job satisfaction is higher in the team. Because it's always nice to know that we're in this together, right? I don't just go in and say, 28 students and me, let's go do this. We're all in this together. And it's a lot of co-planning and it's using expertise. We have teachers that have a background and are really great in math instruction. They take the lead on planning and designing mathematics lessons and design. The same reading specialist on a team taking the lead for that particular team. So they're sharing their expertise. And we often see that if a teacher is going to be out, need the substitute for a doctor's appointment or something on a team, oftentimes they don't even get a substitute or the substance provides just, you know, like supervision and support so the kids don't miss a beat. So we're also seeing learning outcomes are increasing. They've been paying attention to reading. So they are outpacing their peers in literacy development. And in our high schools, we're paying attention to Algebra 1 for our ninth grade. And we're seeing that students on teams are outperforming our students who are not on teams in Algebra 1.   Kevin Foote (18:50.83) Love it. Awesome. Something that I heard you say in a previous quote you made was that you're looking to create more personalized learning. And that's like the one thing that jumped out at me because I remember when I was in the classroom, that was always my goal is for all, know, sometimes I had 32 third graders or whatever, know, but that was a big class, but, you 25 to 30 kids, try to know something about all of them, like what makes each of them tick and feel like having that team teaching models makes that so much easier. You started teaching a little before me, like differentiated learning was the buzzword at the time. And so when I heard you say personalized, I'm like, I think that goes a little further. I love to hear that. So I don't if you want to elaborate on that a little much. That's just something I wanted to say. I thought it was pretty awesome.   Dr. Andi Fourlis We know the research around differentiated instruction that we differentiate by process product, right? And for learning, but within our kids are so different and we have an incredibly diverse community. So we need to make sure that not only is it differentiated, that instruction is differentiated, but it is also personalized where we are building, students have agency that they are building the what's in it for them in their learning. That takes it a little bit deeper than differentiation, because usually you differentiate for groups of kids. You look at personalization... it's a sliver of the solid research on why we differentiate. But this is saying that kids are setting their own goals. They're mastering their own goals. Elementary is very foundational. And English language arts, mathematics, and science, and social science. When we get into high school, that also looks at what is their career and college path that is personalized to them. It's not just the typical subject areas. It's like, no, I am on a path. I know that I want to pursue a degree in engineering. So my path is going to be different and I need to be engaged in an agent of my own learning towards that pathway.   Kevin Foote I think it's a perfect piggyback on the next thing. what's something you think that, or a couple of things that Arizona State's helped with? How do you think we can help work with future teachers on this, specifically college of ed students at our major universities, things like that? Are there some tips you'd have for them? And then also how is Arizona State help with that?   Dr. Andi Fourlis Well, what has been so helpful for us in our partnership with Arizona State University is the way that I think about our relationship is that ASU is the innovative university, a research-run university, and we are the laboratory to try those ideas, collect information, talk about what's working with boots on the ground and how they're constantly working together to make adaptations based on research and then based on implementation. And so to me, that's perfect model. The other is that Arizona State University is keeping this conversation alive beyond Mesa Public Schools. We have a crisis across the nation and the crisis of the teacher shortage. That's one long as I mentioned that I left my classroom in 2000 to be a new teacher induction specialist to help induct new teachers and then go out and recruit new teachers. So we've been at this for 24 years that we've been trying to solve a teacher. I think it's time that we're done admiring this problem and really digging down into why are teachers not choosing teaching? And especially in 2024, it's because the teaching job is incredibly isolating and it's inflexible. So if we can build some collaboration and flexibility into the teaching profession, that is one step closer to solving the teacher shortage problem. A phrase that I say, oftentimes, if teachers are not leaving the profession, they're leaving their working conditions. And working conditions is something that we can control. And so let's control what we can control and let's redesign those working conditions. And my belief is that if we do that, the theory of action is that we will chip away at the teacher shortage.   Kevin Foote (23:38.798) Awesome. I think that I have one more question, but you just answered it was how can people who are gonna hear this podcast help? And what are recommendations on what others do? But I feel like you nailed it in the head before I even got there.   Dr. Andi Fourlis And I think the other thing is that what can ASU do with those that are choosing the teaching profession? Designing their instruction and the experiences that free service teachers have. If free service teachers are coming in and working and learning in isolation. That doesn't set them up for success when they come into our school district with teaming model. So what I really appreciate around our relationship is Dr. Basile and I are constantly calibrating. What are we doing in classrooms in Mesa Public Schools? And how does that trigger pre-service learning and vice versa?   Kevin Foote Nice. I love it. love it. Well, thank you for your time today. I don't want to keep you too much longer. I think we'll just go ahead and wrap up here and thank you again for all you do. And that's a big job with the biggest district in Arizona. So appreciate your time.   Dr. Andi Fourlis The joy every day. We have so much opportunity to preserve the teaching profession and to create great outcomes.   Kevin Foote Awesome. Thank you.   Kevin Stoller (25:09.986) The views and opinions expressed on the Better Learning Podcast are those of myself as an individual and my guests and do not necessarily represent the organizations that we work for, the Association for Learning Environments, K-12, Education Leaders Organization, or Second Class Foundation.

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article (link coming soon) includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt). 

The "To Those Concerned with Teacher Retention" mini-series highlights a series of vulnerable conversations in letter form to help us ask tough questions of the education career. The series will challenge listeners to consider new solutions, imagine "what ifs," and inform future directions for education. The full journal article (link coming soon) includes appendices for further discussion, and we welcome you to use the following resources to respond with your own letter (https://oregonstate.qualtrics.com/jfe/form/SV_6YGn16kf2juTGZg) or other thoughts (https://padlet.com/ag_education/collective-thought-experiment-vu3pwzetg94qo2nt).

Revitalization projects on Indianapolis's Old Southside are bringing life back into the historic neighborhood. A new creative effort will influence how public art can help craft the Indianapolis of tomorrow. Teachers across the state have been leaving the field for years. That can make it hard to fill open positions in schools. As the school year gets underway, Indiana students and educators are learning and teaching under a new law that restricts the use of cell phones in schools.

Revitalization projects on Indianapolis's Old Southside are bringing life back into the historic neighborhood. A new creative effort will influence how public art can help craft the Indianapolis of tomorrow. Teachers across the state have been leaving the field for years. That can make it hard to fill open positions in schools. As the school year gets underway, Indiana students and educators are learning and teaching under a new law that restricts the use of cell phones in schools. Want to go deeper on the stories you hear on WFYI News Now? Visit wfyi.org/news and follow us on social media to get comprehensive analysis and local news daily. Subscribe to WFYI News Now wherever you get your podcasts. Today's episode of WFYI News Now was produced by Drew Daudelin and Zach Bundy, with support from News Director Sarah Neal-Estes.

Send us a textAlexis sits down with Debbie Critchfield, the Superintendent of Public Instruction for Idaho, to explore what she is doing in her pivotal role in shaping the state's education landscape. As the primary education leader, Debbie delves into her four key priorities which surround the ideas of: improving student literacy and math skills, expanding college and career readiness, improving teacher experiences in both the classroom and parent interaction, and fostering safe and supportive school environments. Join them as they tackle pressing topics such as absenteeism, its impact on local school budgets, and the intricacies of the funding formula. With practical strategies and forward-thinking initiatives, this conversation offers a deep dive into the educational challenges facing Idaho and highlights the importance of encouraging students to "show up" for their learning. Whether you're an educator, parent, or simply curious about the future of education in the state, this episode is a must-listen!Find Alexis on Instagram and JOIN in the conversation: https://www.instagram.com/the_idaho_lady/ Utilize Alexis and her awesome skills. Check out her website: https://www.thealexismorgan.com/

Technology has revolutionized nearly every aspect of our lives, and education is no exception. Integrating technology in classrooms has brought about significant changes, offering new opportunities and challenges for students and educators. In this Learning Through Technology podcast episode, Alex and Bob connect with Mark Urwick, an Education Professional at the Oxnard School District. Mark is a social studies teacher at RJ Frank Academy and the induction coordinator for the Oxnard School District, responsible for training new teachers. Join us as we explore technology integration in education, the benefits of project-based learning, and supporting new teachers through mentorship programs. Mark also discusses the importance of maintaining a balance between traditional and tech-based teaching methods, using AI in the classroom, and the importance of using technology to create meaningful and authentic learning experiences for the students. Mark talks about attending Project Zero at Harvard over the summer along with a group of teachers under training and the program's benefits on new teachers, including enhancing the students learning with visible thinking routines.. Don't miss out on this insightful conversation! Like what you're hearing on the podcasts and want to dive deeper? Subscribe to our Newsletter here: https://stsed.com/podcast/

www.CPOPLAYBOOK.comEpisode TranscriptAboutIn this episode of CPO Playbook, we explore the rising teacher turnover rates in early education with Jen Shpall, Director of Piper Preschool in Los Angeles. Shpall attributes the turnover, worsened by the pandemic, to low pay, high workloads, and burnout. She outlines Piper's retention strategies: competitive salaries, strong support systems, community building, and professional development. Emphasizing a supportive environment, Shpall highlights the importance of treating teachers as professionals and calls for industry-wide improvements in compensation and respect for educators.*Jen ShpallJen Shpall is the Director of Piper Preschool Santa Monica (https://piperpreschool.com/) and joined in July 2021. Piper is a leading group of preschools much beloved in Southern California. Their focus is on creating a home away from home for children and their families and building community through programming for parents, babies, toddlers, all the way to Pre-K.Prior to Piper, Jen was a Director with CHALK Preschools first in Los Angeles and later supporting their expansion to Brooklyn, New York where she oversaw the construction, licensing, and enrollment of their new school. She places a strong emphasis on engaging curriculum, cultivating and mentoring teachers, supporting families throughout their children's developmental stages, guiding families to land the best Kindergarten placements, and building a strong community that lasts long after their time in preschool.Jen began her career as a teacher in 2011 and holds a Master of Arts in Teaching degree from the University of Pittsburgh, one of the best Schools of Education in the country.*All media inquiries: media@cpoplaybook.com

Before I get into who Dr. Andrea is, I want to introduce you to a life-changing course from Dr. Akilah Willery.The Midlife Educator's Job Search Blueprint is your personalized roadmap to navigating career transitions confidently. Whether you're seeking a leadership role in K12 education or exploring new paths beyond the classroom, this beginner-friendly, 6-module support program equips you with the actionable steps you need to shine.You can learn more about the course here:  https://upskillservices.mykajabi.com/a/2147852369/pCgXU4WdMeet Dr. Andrea Terrero GabbadonDr. Andrea Terrero Gabbadon (she/her/ella) is an author, scholar, and the founder/lead principal consultant of ILM Consulting Group. Dr. Gabbadon's work touches on culturally responsive and sustaining education, school racial climate, and educator diversity. Previously, she served as a high school teacher, teacher leader, instructional coach, and assistant principal/director of curriculum and instruction in both traditional public and charter schools. Dr. Gabbadon has also served as an instructor of undergraduate and graduate education at numerous institutions of higher education, including Temple University and Swarthmore College. Dr. Gabbadon's scholarship has been published in leading academic journals such as Urban Education, The Urban Review, and Educational Leadership Magazine. She is also the author of "Support and Retain Educators of Color: 6 Principles for Culturally Affirming Leadership" in publication with the Association for Supervision, and Curriculum Development (ASCD). Book link: https://www.amazon.com/Support-Retain-Educators-Color-Principles/dp/1416632123?dplnkId=21091ef0-6744-4f67-a2d6-5536c556c7af&nodl=1Link tree: https://linktr.ee/Atgabbadon 

In this episode of Must Read Alaska, host John Quick sits down with Joelle Hall, president of the Alaska AFL-CIO, for an insightful conversation. Joelle talks about her stance on teacher retention and recruitment, they explore the vastly different perspectives of liberals and conservatives on this topic. Joelle shares her thoughts on the various union apprenticeship programs in Alaska, discusses the potential Alaska Airlines strike, and expresses her hopes for the state's future. Joelle also provides a unique look into her role as president of the AFL-CIO, where she represents a diverse membership that includes Republicans, Democrats, liberals, independents, libertarians, and everyone in between. John emphasizes the importance of talking to people with different viewpoints, even when he doesn't agree with them. Check out the apprenticeship programs here: https://www.akaflcio.org/apprenticeship-info