Podcasts about teachers college

Ade and Claudette Faison have worked in the field of human development for more than 50 years and 40 years, respectively. Together, that's more than 90 combined years working to support others in transformation and lives of possibility. It's no surprise, then, that they both came to do the Hoffman Process along the way. Yet, it's all still fresh in their minds. They remember specific instances from their Process. Claudette shares her experience at the Process when she was having a conversation - a quad talk - with her intellect and Spiritual Self. She was asking her Spiritual Self, "Are you Buddha, are you God?" And then she began to laugh and laugh. She says it was like finally solving a mystery. For Ade, he remembers coming home having just completed the Process. He walked into a party that Claudette was hosting for her friends. Usually, Ade would hold back, waiting for an opening to join a party like that. But fresh out of the Process, he jumped right into the mix without hesitation. He had changed at the Process, and it was noticeable to everyone. Through Unlocking Futures, Ade and Claudette's company, they work with people on the margins of life. The work they do supports people in unlocking a better future for themselves, their families, and their communities. In the past, Ade and Claudette, and Unlocking Futures, partnered with the Hoffman Institute to create an advanced course called "The Quantum Leap Process." Drew taught alongside Ade in one of these courses. Listen in as Ade and Claudette share powerful stories of the work they do to unlock futures for many. We hope you enjoy this lively conversation with Ade, Claudette, and Drew. More about Ade: For more than half a century, Ade has functioned as a highly skilled facilitator in Human Development.  His work extends globally, including the United States, Africa, the Caribbean, Mexico, Europe, and South America. He works with youth from 8 years old to senior adults. In the first 25 years, he became a featured performer and leader of transformational workshops at the National Black Theatre in Harlem. This was followed by 35 years at Youth At Risk, Inc., aka Unlocking Futures, Inc.  Ade earned a bachelor's degree in Electrical Engineering from Howard University, a Certificate of Completion from the Institute for Not-For-Profit Management from Columbia University‘s Graduate Business School, a Master of Arts from Teachers College, Columbia University, and membership in Kappa Delta Pi, the International Honor Society in Education. Ade's non-traditional studies began with Dr. Barbara Ann Teer, founder of the National Black Theatre. He credits his competence to participation with Landmark Education, Practices in Siddha Yoga and Vipassana Meditation, Courses in Ontological Design, the Hoffman Quadrinity Process, courses from the Hoffman Institute, and 21 years of global travel with Circles of Light Ministries.  Ade acknowledges his 42-year marriage with Claudette C. Faison as the continuing catalyst that ignites his vision, work ethic, and stand for excellence and equanimity. More about Claudette: Hailing from St. Thomas, Virgin Islands, Claudette Anita C'Faison is a master at delivering transformational and spiritual programs. With a mission to bring healing to generational trauma and poverty, she leaves people empowered to create and be accountable for their reality and the lives they have made for themselves. For more than 40 years, Claudette has made a difference for over 15,000 marginalized families and children on every continent except Antarctica. In partnerships with family court, juvenile and adult justice programs, she creates and produces programs for inmates, returning citizens, and children of incarcerated parents. Claudette has been doing this work alongside her husband for 41 years. Claudette has been educated both traditionally and non-traditionally. She completed the traditional path in the seminary.

Lisa Friscia is a fractional Chief People Officer, talent strategist and leadership coach. As founder and President of Franca Consulting, she supports small and growing organizations to navigate change and growth by aligning talent, strategy and equity. Throughout her career, she has been a teacher, founding High School principal, strategic advisor, angel investor, board chair, and Chief People Officer. The through line for her work is widening access for all to further outcomes. While talent is everywhere, opportunity is not, and her work centers on changing those odds in actionable ways.. She graduated from Amherst College with a B.A. in American Studies and Economics from Amherst College. She also holds an M. Ed in Social Studies Education from Queens University and an M. Ed. in Educational Leadership from Teachers College. She holds a SHRM-SCP certification and is a certified Co-Active Coach. She is also a very proud Brookynite and auntie to Nate and Frankie.Master of Your Crafts is a captivating podcast featuring conversations with individuals who have dedicated themselves to mastering their craft. Whether it's a gift, talent or skill that comes naturally to them, these individuals have taken ownership and honed their abilities to perfection. Through deep conversation, we delve into their inner dialogue, actions and life circumstances offering words of wisdom to empower and guide you on a journey to becoming the master of your own craft.For more information, visit our website https://masterofyourcrafts.com and Bright Shining Light Website: https://brightshininglight.comStay connected with us:- Facebook: https://www.facebook.com/masterofyourcrafts- Instagram: https://www.instagram.com/MasterOfYourCrafts/- Spotify: https://open.spotify.com/show/1M0vp9HoK7kkP1w4ij7PJd?si=7d383a92b93b4e2c- ApplePodcast: https://podcasts.apple.com/ca/podcast/master-of-your-crafts/id1512818795- Amazon Music: https://music.amazon.ca/podcasts/b15079de-bc6a-487c-b8f8-faca73d0f685/master-of-your-crafts- Google Play: https://podcasts.google.com/feed/aHR0...

In this inspiring episode of How We Teach This, we turn the mic over to a special guest host, Brooklynne Morrison — an honors student and future educator from the Teachers College—who interviews the 2025 Kansas Master Teachers. With fresh curiosity and thoughtful questions, she explores what motivates exceptional educators, how they build connections with students, and the wisdom they would pass on to the next generation. This cross-generational conversation offers insight, encouragement, and real talk about the teaching profession. Whether you're a veteran teacher or just starting out, this episode reminds us why great teaching matters.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

 In this episode, our wide-ranging discussion covers the size of the Orthodox and Modern Orthodox community, how and why the Orthodox have become a minority, the cost and standards of living of Orthodoxy, some under-valued benefits, and even some sport trivia! Our guest, Rabbi Zev Eleff received his Ph.D. from Brandeis University and M.A. from Teachers College, Columbia University. At Yeshiva University, Eleff graduated from Yeshiva College and received ordination from the Rabbi Isaac Elchanan Theological Seminary. He is a past Wexner Graduate Fellow/Davidson Scholar, a prestigious program for Jewish leaders and professionals. Zev Eleff is the president of Gratz College. One of the youngest presidents in American higher education, Eleff, at 35 years-old, was elected by the College's Board of Governors in 2021. He was previously chief academic officer of Hebrew Theological College and vice provost of Touro College Illinois. A prolific scholar, Eleff holds an international reputation for academic rigor and sophistication. He is the author or editor of 14 books and more than 120 articles in the fields of Jewish Studies and American Religion. Eleff's research in American Jewish history has received numerous awards, including the American Jewish Historical Society's Wasserman Prize and the Rockower Award for Excellence by the American Jewish Press Association. He is also a two-time finalist for the National Jewish Book Award, a member of the Academic Council of the American Jewish Historical Society, and one of the youngest faculty members promoted to full professor in Touro College's history. Eleff resides in Merion Station, Pennsylvania, with his wife, Melissa, and their three children. In this episode, we mention community feedback on a very wide range of Jewish topics that people want to learn. Here is a LINK to the community feedback on this topic.   

If you want to join our growing community, sign up at FreshEdpodcast.com. -- Today we explore transitional justice in Colombia. My guests are Garnett Russell, Paula Mantilla-Blanco, and Daniela Romero. They have recently published a report entitled Transitional Justice and Education in Colombia: Voices of Youth. Garnett Russell is an associate professor of International and Comparative Education at Teachers College, Columbia University where Daniela Romero is a lecturer. Paul Mantilla-Blanco is a post-doctoral fellow at Binghamton University. freshedpodcast.com/russell-mantilla-blanco-romero/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Alvin and German conduct a great conversation with Director of Curriculum & Instruction at Asbury Park School District, Edwin Ruiz '93. A passionate and experienced educational leader, Edwin has built a strong career dedicated to improving educational outcomes and inspiring student learning and development. In his current role, Edwin oversees curriculum design, instructional practices, assessment strategies, and professional development initiatives for teachers, all with a focus on elevating student achievement. His work is rooted in a belief that education must continually evolve to meet the needs of students and communities. Before stepping into district leadership, Edwin gained a wealth of experience as both a Principal and Teacher, shaping classrooms and school communities with his visionary approach to education. After graduating from Colgate, he earned a Master of Arts in Educational Leadership and Administration from Teachers College, Columbia University. A lifelong learner in every sense, Edwin is currently studying to become a pilot while continuing to mentor emerging educators and leaders. An accomplished speaker and leadership coach, he is deeply committed to pouring his knowledge and experience back into the next generation. At Colgate, Edwin earned his Bachelor's degree in Philosophy and Religious Studies, laying the foundation for his thoughtful, reflective leadership style that continues to impact education today.

In this inspiring episode of How We Teach This, we sit down with the 2025 Kansas Teacher of the Year team—educators recognized for their outstanding impact in the classroom and beyond. They share the purpose statements that guide their teaching, memorable “this is why I teach” moments, and practical strategies that consistently support student success. The conversation explores the thoughtful use of technology, classroom management, and building authentic student relationships. The team also opens up about maintaining work-life balance and staying grounded in a challenging profession. Whether you're a classroom teacher, a future educator, or an advocate for great teaching, this episode offers meaningful insights and real-world advice you won't want to miss. “This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Elizabeth Baron is a NY State Licensed Mental Health Counselor and psychotherapist with a Master's degree in Counseling Psychology from Columbia University's Teachers College. Her primary clinical focus is maternal mental health – from preconception and pregnancy, through postpartum and parenting. Previously, she worked as a therapist at The Motherhood Center (TMC) of New York, where she developed her expertise in treating Perinatal Mood and Anxiety Disorders. While at The Motherhood Center, she also served as the Community Partnerships lead and worked to educate new and expecting mothers and clinical providers on the importance of maternal mental health. Today she provides individual therapy in her private practice, moderates several support groups, and offers webinars and educational talks to several different brands across the parenting space. Deeply committed to destigmatizing maternal mental health issues, she is passionate about helping women through all stages of motherhood.On this episode of the Becoming a Sleep Consultant Podcast Elizabeth and I discussed:- How we as sleep consultants can work to release some of the emotional load that we carry on behalf of our clients- That humanizing the experience of sleep and mothering in a more realistic frame for life leads to a more positive and successful experience for both parents and sleep consultants- The need for boundaries in our businesses. And that it's ok to give ourselves grace if it feels difficult to set those boundaries in the very beginning. It takes time! Links:Website: https://www.elizabethbaronlmhc.com/Instagram: https://www.instagram.com/withelizabethb/If you'd like to learn more about becoming a Sleep Consultant, please join our Facebook Group https://www.facebook.com/groups/becomeasleepconsultantCPSM website: https://thecpsm.com/Book a free discovery call to learn how you can become a Certified Sleep Consultant here: https://jaynehavens.as.me/CPSM-Inquiry

What does it take to implement anti-bias education that goes beyond the surface? Our guest, Sahba Rohani, Executive Director of Roots ConnectED, discusses the"dual process for change”—a combining of personal mindset shifts with collective action in classrooms. Sahba shares with us how her organization helps educators embed both reflective practices and inclusive approaches into daily routines, creating sustainable cultural shifts far more effective than isolated diversity initiatives. Listen now to discover how intentional changes can transform your educational space!RESOURCES AND LINKS MENTIONED IN THIS EPISODE:www.rootsconnected.org@rootsconnected-inc (instagram)@roots-connected (LinkedIn)@sahba-rohani (LinkedIn)Want to open your dream school with the freedom you deserve and the support you need?Visit https://openmyschool.my.canva.site/rebelkaipod to learn more about our partnership with KaiPod Learning and get help opening your dream school!Learn more about the Rebel Project Literacy Curriculum, a fully integrated literacy and project based learning curriculum, at  projectup.us or inkwire.co/rplc Get your copy of Rebel Educator: Create Classrooms Where Impact and Imagination MeetLearn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library.Visit us at UP Academy to learn more about our personalized and inclusive learning environment.Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here.GUEST BIO:Sahba Rohani serves as the Executive Director of Roots ConnectED (RC), an initiative she co-founded and launched in 2017 that is transforming schools and workplaces. Sahba's passion for her work stems from her foundational belief in the essential oneness of humanity. In her role, Sahba leads RC's strategy while also supporting the organization in all areas of its programming, growth, and development.  Sahba is committed to collaborative decision making and feels grateful to work alongside a team of brilliant, dedicated, supportive, and collaborative humans.  Sahba's vision for Roots ConnectED emerged organically after over a decade of experience and learning at Community Roots Charter School in Brooklyn, NY. The school is a pioneer in the intentionally diverse school movement. Sahba began as a founding teacher at Community Roots in 2006 and went on to serve as its Director of Community Development for nine years. Her work focused on engaging staff, students, and families in the community building processes necessary to create intentionally integrated anti-bias school communities through staff development, curriculum support, and innovative family and community programming. This work is featured in detail in the book, A Smarter Charter.  Sahba has worked with young people and in the field of community development for over 25 years.  Sahba holds a MA from Teachers College, Columbia University.  She speaks regularly about education and racial justice at national and local conferences across the United States and her work is further described in her TEDx UNYP talk: How I Came to Accept My Name. She serves on the Thirteen/WNET Educational Services Advisory Committee where she advises public television station Thirteen (PBS) on the educational interests and needs of its community.Sahba's deeply rooted belief in the nobility of each human being is grounded in her upbringing in a supportive Persian-American family and as a member of the Baha'i Faith. She works tirelessly to bring that belief to the forefront of her work each day. Her background and experiences play a large role in her commitment to the work that Roots ConnectED does to create community across lines of difference and ensure that each person sees the humanity in one another.Enjoying the show? Leave us a rating and review and help more people find us!bit.ly/RebelEducatorApplePodcastsWe'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content: forms.gle/JcKHf9DHTZnYUmQr6 Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. https://forms.gle/CZJXLQDdevPh22ZN7Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator:www.rebeleducator.com/courses/the-acceleratorMORE ABOUT THE REBEL EDUCATOR PODCAST:In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education.This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Dr. Neta Kligler-Vilenchik and Dr. Ioana Literat share research from their new book Not Your Parent's Politics: Understanding Young People's Political Expression on Social Media.We discuss how young people use social media such as TikTok, Instagram, and YouTube to experiment with their political identity, even if they are too young to vote.  Examples from the 2016 US election, Black Lives Matter protests, and climate anxiety help illustrate the various ways that youth express their political opinions across social media platforms. We also discuss how to approach these expressions from a democratic and citizenship perspective. Dr. Kligler-Vilenchik is Associate Professor of Communication and Journalism at the Hebrew University of Jerusalem.Dr. Literat is an Associate Professor in the Communication, Media and Learning Technologies Design program at Teachers College, Columbia University.

We hear the word “reform” tossed around a lot when it comes to education, but what does it actually mean? And how does school segregation—both past and present—continue to shape our classrooms today? Sharon sits down with Dr. Bettina Love, a professor at Teachers College, Columbia University, and author of “Punished for Dreaming.” From chronic underfunding and the overemphasis on standardized tests to teacher burnout and the devaluing of educators, it's clear the system is struggling. So, where do we go from here? Credits: Host and Executive Producer: Sharon McMahon Supervising Producer: Melanie Buck Parks Audio Producer: Craig Thompson Go to https://ground.news/interesting for an objective, data-driven way to read the news. Save 50% on the Ground News unlimited access Vantage plan with my link. To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices

Mahogany L. Browne is a Kennedy Center Next 50 fellow, writer, play-wright, organizer, and educator. Browne received fellowships from ALL ARTS, Arts for Justice, AIR Serenbe, Baldwin for the Arts, Cave Canem, Poets House, Mellon Research, Rauschenberg, and Wesleyan University. Browne's books include A Bird in the Air Means We Can Still Breathe, Vinyl Moon, Chlorine Sky (optioned for Steppenwolf Theatre), Black Girl Magic, and banned books Woke: A Young Poet's Call to Justice and Woke Baby. Founder of the diverse lit initiative Woke Baby Book Fair, Browne is the 2024 Paterson Poetry Prize winner. She is the inaugural poet in residence at the Lincoln Center and lives in Brooklyn, New York. Yolanda Sealey-Ruiz, Ph.D. (she/her), is a Professor of English Education at Teachers College, Columbia University. Her poetry collections, Love from the Vortex & Other Poems (2020) and The Peace Chronicles (2021), explore themes of love, healing, and growth toward liberation. She is co-author of the multiple award-winning Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces (2021). In 2024, Yolanda was recognized for her scholarship with the Dorothy Height Distinguished Alumni Award from NYU. She has been named to EdWeek's EduScholar Influencers list four years in a row, placing her among the top 1% of educational scholars in the U.S. At Teachers College, Yolanda founded the Racial Literacy Project @TC, fostering dialogue on race and diversity for over 17 years.

Mahogany L. Browne is a Kennedy Center Next 50 fellow, writer, play-wright, organizer, and educator. Browne received fellowships from ALL ARTS, Arts for Justice, AIR Serenbe, Baldwin for the Arts, Cave Canem, Poets House, Mellon Research, Rauschenberg, and Wesleyan University. Browne's books include A Bird in the Air Means We Can Still Breathe, Vinyl Moon, Chlorine Sky (optioned for Steppenwolf Theatre), Black Girl Magic, and banned books Woke: A Young Poet's Call to Justice and Woke Baby. Founder of the diverse lit initiative Woke Baby Book Fair, Browne is the 2024 Paterson Poetry Prize winner. She is the inaugural poet in residence at the Lincoln Center and lives in Brooklyn, New York.Yolanda Sealey-Ruiz, Ph.D. (she/her), is a Professor of English Education at Teachers College, Columbia University. Her poetry collections, Love from the Vortex & Other Poems (2020) and The Peace Chronicles (2021), explore themes of love, healing, and growth toward liberation. She is co-author of the multiple award-winning Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces (2021). In 2024, Yolanda was recognized for her scholarship with the Dorothy Height Distinguished Alumni Award from NYU. She has been named to EdWeek's EduScholar Influencers list four years in a row, placing her among the top 1% of educational scholars in the U.S. At Teachers College, Yolanda founded the Racial Literacy Project @TC, fostering dialogue on race and diversity for over 17 years.About The Write TimeThe Write Time is a special series of NWP Radio, a podcast of the National Writing Project (NWP), where writing teachers from across the NWP Network interview young-adult and children's authors about their books, their composing processes, and writers' craft. You can view the archive at https://teach.nwp.org/series/the-write-time/

We're joined once again by Amanda Young, principal at Education Imagine Academy, a Microsoft Showcase School known for its forward-thinking approach to teaching and learning. In this follow-up conversation, she is joined by educators LaKeshia Brooks and Robert Black, who share how they are using technology to design engaging, personalized learning experiences.Microsoft Reflect, for example, can provide valuable feedback on the emotional state of both students and staff, supporting well-being across the school community. The conversation also explores how teachers are navigating student use of generative AI and turning those moments into meaningful learning opportunities. This episode offers practical insights into how purposeful technology integration can enhance learning in any classroom.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In this episode of the Dietitian Boss podcast, Libby Rothschild, founder of Dietitian Boss, a registered dietitian interviews Wall Street Journal bestselling cookbook author Toby Amidor. Toby shares her inspiring journey from clinical dietetics to cookbook writing, media appearances, and brand consulting. She provides invaluable insights into breaking into media, securing book deals, and balancing work with personal life. If you're looking to expand your reach as a dietitian, this episode is packed with actionable tips! Bio: Toby is a Wall Street Journal bestselling cookbook author and has 11 published cookbooks. For over 17 years Toby has been the nutrition expert for FoodNetwork.com, and founding contributor to their Healthy Eats Blog. Toby is a regular contributor for many national online publications and for over 10 years has been penning the “Ask the Expert” column in Today's Dietitian Magazine. She is also on the medical board for Forbes.com and EatThis.com and on the editorial board for Today's Dietitian Magazine. As a nutrition expert, she has been quoted in hundreds of publications and regularly appears on local and national television shows. For 11 years Toby was an adjunct professor at Teachers College, Columbia University. Toby trained as a clinical dietitian at New York University. Through ongoing consulting and faculty positions, she has established herself as one of the top experts in culinary nutrition, food safety, and media communications. In 2018, Toby was awarded by the Academy of Nutrition & Dietetics the coveted Media Excellence Award. What You'll Learn in This Episode: How Toby transitioned from clinical dietetics to media, writing, and consulting The challenges and setbacks she faced on her journey to success Tips for dietitians looking to break into media and publishing The importance of brand partnerships and how to choose the right ones How to overcome imposter syndrome and build confidence Time management strategies for balancing work, family, and personal interests Connect with Toby: Website: www.tobyamidornutrition.com Instagram: @tobyamidor Facebook: Toby Amidor Nutrition Connect with Libby: Instagram: @libbyrothschild | @dietitianboss YouTube: Dietitian Boss Resources: Are you ready to get support? Team Dietitian Boss offers support to help you start, grow and scale your private practice. Book a call to learn more about what options we offer to help you based on your stage of business. Discover the seamless experience of Practice Better through our referral link! Join us on a journey of enhanced wellness and efficiency. Start here! Join our membership The Library HERE A 9-step checklist to help start and grow your Dietitian Private Practice! Want to hear client success stories? Review here. Disclaimer: This episode contains affiliate links. If you make a purchase through these links, we may earn a small commission at no additional cost to you. We only recommend products and services we genuinely use and believe in. Your support helps keep the podcast running—thank you!

Ryan Flessner, What If I Don't Understand Their Thinking? ROUNDING UP: SEASON 3 | EPISODE 15 “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How educators respond in moments like these can have a profound impact on students' learning and their mathematical identities. In this episode, we talk with Ryan Flessner from Butler University about what educators can say or do when faced with this situation. BIOGRAPHY Ryan Flessner is a professor of teacher education in the College of Education at Butler University in Indianapolis, Indiana. He holds a PhD in curriculum and instruction with an emphasis in teacher education from the University of Wisconsin–Madison; a master of arts in curriculum and teaching from Teachers College, Columbia University; and a bachelor of science in elementary education from Butler University. Prior to his time at the university level, he taught grades 3–7 in Indianapolis; New York City; and Madison, Wisconsin. RESOURCES Nearpod Pear Deck GeoGebra  Magma Math TRANSCRIPT Mike Wallus: “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How we respond in moments like these can have a profound impact on our students' learning and their mathematical identities. Today we'll talk with Ryan Flessner from Butler University about what educators can say or do when faced with this very common situation.  Welcome to the podcast, Ryan. Really excited to talk to you today. Ryan Flessner: Thanks, Mike. I'm flattered to be here. Thank you so much for the invitation. Mike: So, this experience of working with a student and not being able to make sense of their solution feels like something that almost every teacher has had. And I'll speak for myself and say that when it happens to me, I feel a lot of anxiety. And I just want to start by asking, what would you say to educators who are feeling apprehensive or unsure about what to do when they encounter a situation like this? Ryan: Yeah, so I think that everybody has that experience. I think the problem that we have is that teachers often feel the need to have all of the answers and to know everything and to be the expert in the room. But as an educator, I learned really quickly that I didn't have all the answers. And to pretend like I did put a lot of pressure on me and made me feel a lot of stress and would leave me answering children by saying, “Let me get back to you on that.” And then I would scurry and try and find all the answers so I could come back with a knowledgeable idea. And it was just so much more work than to just simply say, “I don't know. Let's investigate that together.” Or to ask kids, “That's something interesting that I'm seeing you do. I've never seen a student do that before. Can you talk to me a little bit about that?” And just having that ability to free myself from having to have all the answers and using that Reggio-inspired practice—for those who know early childhood education—to follow the child, to listen to what he or she or they say to us and try to see. I can usually keep up with a 7- or an 8-year-old as they're explaining math to me. I just may never have seen them notate something the way they did. So, trying to ask that question about, “Show me what you know. Teach me something new.” The idea that a teacher could be a learner at the same time I think is novel to kids, and I think they respond really well to that idea. Mike: So, before we dig in a little bit more deeply about how teachers respond to student strategies if they don't understand, I just want to linger and think about the assumptions that many educators, myself included, might bring to this situation. Assumptions about their role, assumptions about what it would mean for a student if they don't know the answer right away. How do you think about some of the assumptions that are causing some of that anxiety for us? Ryan: Yeah. When the new generation of standards came out, especially in the field of math, teachers were all of a sudden asked to teach in a way that they themselves didn't learn. And so, if you have that idea that you have to have all the answers and you have to know everything, that puts you in a really vulnerable spot because how are we supposed to just magically teach things we've never learned ourselves? And so, trying to figure out ways that we can back up and try and make sense of the work that we're doing with kids, for me that was really helpful in understanding what I wanted from my students. I wanted them to make sense of the learning. So, if I hadn't made sense of it yet, how in the world could I teach them to make sense of it? And so we have to have that humility to say, “I don't know how to do this. I need to continue my learning trajectory and to keep going and trying to do a little bit better than the day that I did before.” I think that teachers are uniquely self-critical and they're always trying to do better, but I don't know if we necessarily are taught how to learn once we become teachers. Like, “We've already learned everything we have to do. Now we just have to learn how to teach it to other people.” But I don't think we have learned everything that we have to learn. There's a lot of stuff in the math world that I don't think we actually learned. We just memorized steps and kind of regurgitated them to get our A+ on a test or whatever we did.  So, I think having the ability to stop and say, “I don't know how to do this, and so I'm going to keep working at it, and when I start to learn it, I'm going to be able to ask myself questions that I should be asking my students.” And just being really thoughtful about, “Why is the child saying the thing that she is?,” “Why is she doing it the way that she's doing it?,” “Why is she writing it the way that she's writing it?” And if I can't figure it out, the expert on that piece of paper is the child [herself], so why wouldn't I go and say, “Talk to me about this.”? I don't have to have all the answers right off the cuff. Mike: In some ways, what you were describing just there is a real nice segue because I've heard you say that our minds and our students' minds often work faster than we can write, or even in some cases faster than we can speak. I'm wondering if you can unpack that. Why do you think this matters, particularly in the situation that we're talking about? Ryan: Yeah, I think a lot of us, especially in math, have been conditioned to get an answer. And nobody's really asked us “Why?” in the past. And so, we've done all of the thinking, we give the answer, and then we think the job is done. But with a lot of the new standards, we have to explain why we think that way. And so, all those ideas that just flurried through our head, we have to now articulate those either in writing on paper or in speech, trying to figure out how we can communicate the mathematics behind the answer.  And so, a lot of times I'll be in a classroom, and I'll ask a student for an answer, and I'll say, “How'd you get that?” And the first inclination that a lot of kids have is, “Oh, I must be wrong if a teacher is asking me why.” So, they think they're wrong. And so I say, “No, no, no. It's not that you're wrong. I'm just curious. You came to that answer, you stopped and you looked up at the ceiling for a while and then you came to me and you said the answer is 68. How did you do that?” A child will say something like, “Well, I just thought about it in my head.” And I say, “Well, what did you think about in your head?” “Well, my brain just told me the answer was 68.”  And we have to actually talk to kids. And we have to teach them how to talk to us—that we're not quizzing them or saying that they're wrong or they didn't do something well enough—that we just want them to communicate with us how they're going about finding these things, what the strategies are. Because if they can communicate with us in writing, if they can communicate on paper, if they can use gestures to explain what they're thinking about, all of those tell us strengths that they bring to the table. And if I can figure out the strengths that you have, then I can leverage those strengths as I address needs that arise in my classroom. And so, I really want to create this bank of information about individual students that will help me be the best teacher that I can be for them. And if I can't ask those questions and they can't answer those questions for me, how am I going to individualize my instruction in meaningful ways for kids? Mike: We've been talking a little bit about the teacher experience in this moment, and we've been talking about some of the things that a person might say.  One of the things that I'm thinking about before we dig in a little bit deeper is, just, what is my role? How do you think about the role of a teacher in the moment when they encounter thinking from a student that they don't quite understand […] yet? Part of what I'm after is, how can a teacher think about what they're trying to accomplish in that moment for themselves as a learner and also for the learner in front of them? How would you answer that question? Ryan: When I think about an interaction with a kid in a moment like that, I try to figure out, as the teacher, my goal is to try and figure out what this child knows so that I can continue their journey in a forward trajectory. Instead of thinking about, “They need to go to page 34 because we're on page 33,” just thinking about, “What does this kid need next from me as the teacher?”  What I want them to get out of the situation is I want them to understand that they are powerful individuals, that they have something to offer the conversation and not just to prove it to the adult in the room. But if I can hear them talk about these ideas, sometimes the kids in the classroom can answer each other's questions. And so, if I can ask these things aloud and other kids are listening in, maybe because we're in close proximity or because we're in a small-group setting, if I can get the kids to verbalize those ideas sometimes one kid talking strikes an idea in another kid. Or another kid will say, “I didn't know how to answer Ryan when he asked me that question before, but now that I hear what it sounds like to answer that type of a question, now I get it, and I know how I would say it if it were my turn.”  So, we have to actually offer kids the opportunity to learn how to engage in those moments and how to share their expertise so others can benefit from their expertise and use that in a way that's helpful in the mathematical process. Mike: One of the most practical—and, I have to say, freeing—things that I've heard you recommend when a teacher encounters student work and they're still trying to make sense of it, is to just go ahead and name it. What are some of the things you imagine that a teacher might say that just straight out name the fact that they're still trying to understand a student's thinking? Tell me a little bit about that. Ryan: Well, I think the first thing is that we just have to normalize the question “Why?” or “Tell me how you know that.” If we normalize those things—a lot of times kids get asked that question when they're wrong, and so it's an [immediate] tip of the hat that “You're wrong, now go back and fix it. There's something wrong with you. You haven't tried hard enough.” Kids get these messages even if we don't intend for them to get them. So, if we can normalize the question “Tell me why you think that” or “Explain that to me”—if we can just get them to see that every time you give me an answer whether it's right or wrong, I'm just going to ask you to talk to me about it, that takes care of half of the problem.  But I think sometimes teachers get stuck because—and myself being one of them—we get stuck because we'll look at what a student is doing and they do something that we don't anticipate. Or we say, “I've shown you three different ways to get at this problem, different strategies you can use, and you're not using any of them.” And so, instead of getting frustrated that they're not listening to us, how do we use that moment to inquire into the things that we said obviously aren't useful, so what is useful to this kid? How is he attacking this on his paper?  So, I often like to say to a kid, “Huh, I noticed that you're doing something that isn't up on our anchor chart. Tell me about this. I haven't seen this before. How can you help me understand what you're doing?” And sometimes it's the exact same thinking as other strategies that kids are using. So, I can pair kids together and say, “Huh, you're both talking about it in the same way, but you're writing it differently on paper.” And so, I think about how I can get kids just to talk to me and tell me what's happening so that I can help give them a notation that might be more acceptable to other mathematicians or to just honor the fact that they have something novel and interesting to share with other kids. Other questions I talk about are, I will say, “I don't understand what's happening here, and that's not your fault, that's my fault. I just need you to keep explaining it to me until you say something that strikes a chord.” Or sometimes I'll bring another kid in, and I'll have the kids listen together, and I'll say, “I think this is interesting, but I don't understand what's going on. Can you say it to her? And then maybe she'll say it in a way that will make more sense to me.” Or I'll say, “Can you show me on your paper—you just said that—can you show me on your paper where that idea is?” Because a lot of times kids will think things in their head, but they don't translate it all onto the paper. And so, on the paper, it's missing a step that isn't obvious to the viewer of the paper. And so, we'll say, “Oh, I see how you do that. Maybe you could label your table so that we know exactly what you're talking about when you do this. Or maybe you could show us how you got to 56 by writing 8 times 7 in the margin or something.”  Just getting them to clarify and try to help us understand all of the amazing things that are in their head. I will often tell them too, “I love what you're saying. I don't see it on your paper, so I just want you to say it again. And I'm going to write it down on a piece of paper that makes sense to me so that I don't forget all of the cool things that you said.” And I'll just write it using more of a standard notation, whether that's a ratio table or a standard US algorithm or something. I'll write it to show the kid that thing that you're doing, there's a way that people write that down. And so, then we can compare our notations and try and figure out “What's the thing that you did?,” “How does that compare to the thing that I did?,” “Do I understand you clearly now?” to make sure that the kid has the right to say the thing she wants to say in the way that she wants to say it, and then I can still make sense of it in my own way. It's not a problem for me to write it differently as long as we're speaking the same language. Mike: I want to mark something really important, and I don't want it to get lost for folks. One of the things that jumped out is the moves that you were describing. You could potentially take up those moves if you really were unsure of how a student were thinking, if you had a general notion but you had some questions, or if you totally already understood what the student was doing. Those are questions that aren't just reserved for the point in time when you don't understand—they're actually good questions regardless of whether you fully understand it or don't understand it at all. Did I get that right? Ryan: Yes. I think that's exactly the point. One thing that I am careful of is, sometimes kids will ask me a question that I know the answer to, and there's this thing that we do as teachers where we're like, “I'm not sure. Why don't you help me figure that out?”—when the kid knows full well that you know the answer.  And so, trying not to patronize kids with those questions, but to really show that I'm asking you these questions, not because I'm patronizing you. I'm asking these questions because I am truly curious about what you're thinking inside and all of the ideas that surround the things that you've written on your paper, or the things that you've said to your partner, to truly honor that the more I know about you, the better teacher I can be for you. Mike: So, in addition to naming the situation, one of the things that jumped out for me—particularly as you were talking about the students—is, what do you think the impact is on a student's thinking? But also their mathematical identity, or even the set of classroom norms, when they experience this type of questioning or these [types] of questions? Ryan: So, I think I talked a little bit about normalizing the [questions] “Why?” or “How do you know that?” And so, just letting that become a classroom norm I think is a sea-changing moment for a lot of classrooms—that the conversation is just different if the kids know they have to justify their thinking whether they're right or wrong. Half the time, if they are incorrect, they'll be able to correct themselves as they're talking it through with you. So, kids can be freed up when they're allowed to use their expertise in ways that allow them to understand that the point of math is to truly make sense of it so that when you go out into the world, you understand the situation, and you have different tools to attack it.  So, what's the way that we can create an environment that allows them to truly see themselves as mathematical thinkers? And to let them know that “Your grades in other classes don't tell me much about you as a mathematician. I want to learn what really works for you, and I want to try and figure out where you struggle. And both of those things are important to me because we can use them in concert with each other. So, if I know the things you do well, I can use those to help me build a plan of instruction that will take you further in your understandings.”  I think that one of the things that is really important is for kids to understand that we don't do math because we want a good grade. I think a lot of people think that the point of math is to get a good grade or to pass a test or to get into the college that you want to get into, or because sixth grade teachers want you to know this. I really want kids to understand that math is a fantastic language to use out in the world, and there are ways that we can interpret things around us if we understand some pretty basic math. And so how do we get them to stop thinking that math is about right answers and next year and to get the job I want? Well, those things may be true, but that's not the real meaning of math. Math is a way that we can live life. And so, if we don't help them understand the connections between the things that they're doing on a worksheet or in a workbook page, if we don't connect those things to the real world, what's the meaning? What's the point for them? And how do we keep them engaged in wanting to know more mathematics?  So, really getting kids to think about who they are as people and how math can help them live the life that they want to live. Creating classroom environments that have routines in place that support kids in thinking in ways that will move them forward in their mathematical understanding. Trying to help them see that there's no such thing as “a math person” or “not a math person.” That everybody has to do math. You do math all the time. You just might not even know that you're doing math. So, I think all of those ideas are really important. And the more curious I can be about students, maybe the more curious they'll be about the math. Mike: You're making me think that this experience of making sense of someone else's reasoning has a lot of value for students. And I'm wondering how you've seen educators have students engage and make sense of their peer strategies. Ryan: Yeah. One of the things that I love to see teachers doing is using students' work as the conversation starter. I often, in my classroom, when I started doing this work, I would bring children up to the overhead projector or the document camera. And they would kind of do a show and tell and just say, “I did this and then I did this, and then I did this thing next.” And I would say, “That's really great, thank you.” And I'd bring up the next student. And it kind of became a show-and-tell-type situation. And I would look at the faces of the other kids in the room, and they would kind of just either be completely checked out or sitting there like raising their hand excitedly—“I want to share mine, I want to share mine.” And what I realized was, that there was really only one person who was engaged in that show-and-tell manner, and that was the person who was sharing their work. And so, I thought, “How can I change that?” So, I saw a lot of really amazing teachers across my career. And the thing that I saw that I appreciated the most is that when a piece of student work is shared, the person who really shouldn't talk is the person who created the work because they already know the work. What we need to do as a group is we need to investigate, “What happened here on this paper?” “Why do you think they made the moves that they made? And how could that help us understand math, our own math, in a different way?” And so, getting kids to look in at other kids' work, and not just saying, “Oh, Mike, how do you understand Ryan's work?” It's “Mike, can you get us started?” And then you say the first thing, and then I say, “OK, let's stop. Let's make sure that we've got this right.” And then we go to the kid whose work it is and say, “Are we on the right track? Are we understanding what you're …?” So, we're always checking with that expert. We're making sure they have the last word, because It's not my strategy. I didn't create it. Just because I'm the teacher doesn't mean you should come and ask me about this because this is Mike's strategy. So go and ask the person who created that.  So, trying to get them to understand that we all need to engage in each other's work. We all need to see the connections. We can learn from each other. And there's an expectation that everyone shares, right? So, it's not just the first kid who raises his hand. It's “All of you are going to get a chance to share.” And I think the really powerful thing is I've done this work even with in-service teachers. And so, when we look at samples of student work, what's fascinating is it just happens naturally because the kid's not in the room. We can't have that kid do a show and tell. We have to interpret their work. And so, trying to look at the kid's work and imagine, “What are the types of things we think this child is doing?,” “What do we think the strengths are on this paper?,” “What questions would you ask?,” “What would you do next?,” is such an interesting thing to do when the child isn't in the room. But when I'm with students, it's just fascinating to watch the kid whose work is on display just shine, even though they're not saying a word, because they just say, “Huh.” They get it. They understand what I did and why I did it.  I think that it's really important for us not just to have kids walk up to the board and do board work and just solve a problem using the steps that they've memorized or just go up and do a show and tell, [but] to really engage everyone in that process so that we're all learning. We're not just kind of checking out or waiting for our turn to talk. Mike: OK, you were talking about the ways that an educator can see how a student was thinking or the ways that an educator could place student work in front of other students and have them try to make sense of it. I wonder if there are any educational technology tools that you've seen that might help an educator who's trying to either understand their students' thinking or put it out for their students to understand one another's thinking. Ryan: Yeah, there's so many different pieces of technology and things out there. It's kind of overwhelming to try and figure out which one is which. So, I mean, I've seen people use things like Nearpod or Pear Deck—some of those kind of common technologies that you'll see when people do an educational technology class or a workshop at a conference or something. I've seen a lot of people lately using GeoGebra to create applets that they can use with their kids. One that I've started using a lot recently is Magma Math. Magma Math is great. I've used this with teachers and professional development situations to look at samples of student work because the thing that Magma has that I haven't seen in a lot of other technologies is there's a playback function. So, I can look at a static piece of finished work, but I can also rewind, and as the child works in this program, it records it. So, I can watch in real time what the child does. And so, if I can't understand the work because things are kind of sporadically all over the page, I can just rewatch the order that the child put something onto the page. And I think that's a really great feature.  There's just all these technologies that offer us opportunities to do things that I couldn't do at the beginning of my career or I didn't know how to do. And the technology facilitates that. And it's not just putting kids on an iPad so they can shoot lasers at the alien that's invading by saying, “8 times 5 is 40,” and the alien magically blows up. How does that teach us anything? But some of these technologies really allow us to dig deeply into a sample of work that students have finished or inquire into, “How did that happen and why did that happen?” And the technologies are just getting smarter and smarter, and they're listening to teachers saying, “It would be really helpful if we could do this or if we could do that.” And so, I think there are a lot of resources out there—sometimes too many, almost an embarrassment of riches. So, trying to figure out which ones are the ones that are actually worth our time, and how do we fund that in a school district or in a school so that teachers aren't paying for these pieces out of their pocket. Mike: You know what? I think that's a great place to stop. Ryan, thank you so much for joining us. It has been an absolute pleasure talking with you. Ryan: It's always great to talk to you, Mike. Thanks for all you do. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

We're back with a very special guest, Dr. Caryn Block, Professor of Psychology and Education and Chair for the Department of Organization and Leadership at Teachers College, Columbia University! You may have heard us talk about Caryn numerous times throughout the podcast. That's because the three of us met in Caryn's research group 10+ years ago. Caryn encouraged and supported us to study dynamics unique to Asians, and she is also one of the inspirations behind this podcast! Join us as we chat with Caryn about what good allyship and mentorship can look like and inspire.

A conversation with Racheli Luftglass, a passionate Judaic educator and Tanach scholar, about finding our spiritual role models within the Torah. Racheli shares her journey from struggling with Tanach as a student to falling in love with its stories and teachings, how the characters in Tanach guide her in everyday life, and how engaging deeply with biblical characters can transform the way we live. This discussion includes lessons from biblical characters like Yirmiyahu, Nechemiah, the daughters of Tzelofchad, Devorah, Batya, and Esther. Mrs. Racheli Luftglass is the Principal of Judaic Studies at YULA Girls High School and a kallah teacher. Before moving to the West Coast, she taught at The Frisch School in Paramus, NJ, in the Nach Department and in the Learning Center. At the OU Women's Initiative, Mrs. Luftglass has served as a Counting Toward Sinai Scholar-in-Residence, presented shiurim and taught “Yirmiyahu's Canon for Calamity” – an interactive in-depth course at the ALIT Virtual Summer Learning Program. She also taught Sefer Nechemia to over 5,000 women worldwide for Torat Imecha Nach Yomi. Mrs. Luftglass began her career at The Moriah School in Englewood, NJ, where she taught both mainstream and enrichment Judaic Studies classes as well as secular studies in the school's Gesher Yehuda Program. Mrs. Luftglass graduated from Yeshiva University's Stern College for Women with a B.A. in music and psychology and holds an M.A. from Columbia University's Teachers College with a concentration in Education of the Gifted and of the Learning Disabled. She has also completed coursework at Columbia University towards a doctorate degree in neuropsychology. Mrs. Luftglass lives in Los Angeles, CA with her husband and five children. To inquire about sponsorship & advertising opportunities, please email us at info@humanandholy.comTo support our work, visit humanandholy.com/sponsor.Find us on Instagram @humanandholy & subscribe to our channel to stay up to date on all our upcoming conversations ✨Human & Holy podcast is available on all podcast streaming platforms. New episodes every Sunday on Youtube, Spotify, Apple Podcasts, and Google Podcasts.TIMESTAMPS:0:00:00 - Sneak Peek 0:00:37 - Host's Introduction 0:02:10 - Welcome Racheli 0:04:06 - A Personal Passion for Tanach0:06:00 - The Lost Art of Letter Writing 0:06:54 - The Daughters of Tzelofchad0:09:15 - Which Characters Do You Currently Connect With? 0:10:25 - How It All Began: Racheli's Early Experiences with Tanach0:11:03 - Intertextuality in Tanach0:13:31 - What We Can Learn From Hashem's Vulnerable Moments 0:17:10 - Teaching as a Means of Mastery0:17:54 - Understanding the Prophets0:19:34 - Yirmiyahu: Survival and Identity in Exile0:27:22 - Roots and Branches: Continuity in Judaism0:28:01 - Inner Sense of Connection to Your Values0:30:19 - Finding Personal Guidance in Tanach0:32:11 - Devorah: An Unapologetic Voice0:40:29 - Recurring Themes in the Women in Tanach0:42:43 - I Am in a Dance With Hashem0:44:05 - When Hashem Says No 0:47:45 - Following Your Curiosity in Your Studies0:49:11 - Accessing Tanach 0:52:24 - Connecting Through Art and Personal Stories0:53:18 - Finding Personal Role Models Within Tanach0:53:59 - Lessons from Batya & Esther0:56:38 - Choosing Not to Become Bitter0:58:36 - Host's Outro

 What's the secret sauce for reigniting passion in teaching? It starts with amplifying teacher voice, fostering autonomy, and creating space for innovation. In this episode of How We Teach This, we welcome back Jessica Asbury, Real World Learning Coordinator for Piper USD 203, who is leading transformative initiatives that empower educators to drive meaningful change. From passion-based clubbing and gamified professional development to reimagining education with the KU Center, Jessica shares insights on overcoming resistance, elevating teacher and student voices, and making learning more authentic. Join us as we uncover the key ingredients to keeping teachers inspired, engaged, and making an impact.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Are virtual schools really easier? Do students lose out on social interaction? Can students with IEPs succeed in online learning?In this episode of How We Teach This, we tackle the biggest myths about virtual education with Amanda Young, Principal, Education Imagine Academy, Courtney Compton, and Tim OBryhim, both teachers at Education Imagine Academy.We break down common misconceptions, share insights, and explore how virtual schools provide rigorous, flexible, and inclusive learning experiences. Whether you're an educator, parent, or administrator, this episode will help you separate fact from fiction and understand what makes virtual learning work.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

"The land has always been my touching stone." – Rachel Berg In this episode, I sit down with Rachel Berg, a multifaceted artist whose work blends diverse cultural influences and artistic mediums. Rachel's unique background, combining Mnicoujou, Lakota, Mexican, and German heritage, serves as the foundation for her creative expression and worldview. This episode offers a glimpse into the mind of an artist who bridges cultures, pushes creative boundaries, and finds inspiration in the natural world around us. Rachel's story is a testament to the power of art in exploring identity, connecting communities, and fostering a deeper understanding of our shared human experience. About Rachel Berg: Rachel Olivia Berg (Mnicoujou Lakota, Mexican, German) works in diverse media as an artist, teacher, and the founder of LivArtfully Studio. Graduating from Princeton University and Columbia University Teachers College, since 2004 she has designed and fabricated custom large-scale commissions in notable commercial projects across Turtle Island. Berg expanded her studio practice in 2023 to engage with research-based methodologies that explore Indigenous ontologies, histories, healing, and cultural relationships to nature and ecology. Berg was a 2023 Emerging Artist Fellow with the Ann Street Gallery in Newburgh, NY. She is an enrolled member of the Cheyenne River Sioux Tribe.   A Journey of Cultural Exploration The complexities of growing up with diverse cultural influences The role of language in cultural identity and artistic expression How Rachel's multicultural background informs her creative process Her educational journey, from Princeton University to Teachers College at Columbia The transition from commercial art to personal artistic expression How teaching has influenced her approach to artmaking   Large-Scale Installations and Public Art The inspiration behind her monumental installations Her innovative use of materials and techniques The use of repetition and natural elements in her installations   Follow Us on These Channels: https://www.linkedin.com/in/emydigrappa/ www.ThinkWY.org https://www.facebook.com/storiesaboutwhy https://www.instagram.com/storiesaboutwhy   Listen on all your favorite platforms and subscribe! As always leave a review if you enjoyed these stories and follow us on your favorite podcast platform so you don't miss an episode! And visit the webpage of the Wyoming Humanities!

Do you long for something more in your life? Are you innately drawn toward spirituality? Do you think we as humans are naturally wired to look for deeper meaning in our lives? Whether it be a walk in the woods, or through mediation or prayer, our guest today, Dr. Lisa Miller, believes that we are naturally able to tap into a heightened awareness of the world around us. We are able to cultivate circuits in our brains which help us to become more spiritually aware. By developing this awareness, we can begin to free ourselves from depression, anxiety, loss of creativity, and so much more. We can consider things from a more awakened, more elevated perspective. Dr. Miller believes when we feel depressed, this is an alert asking us for deeper spiritual exploration.  Dr. Miller is a professor in the Clinical Psychology Program at Teachers College, Columbia University, where she founded the Spirituality Mind Body Institute, the first Ivy League graduate program and research institute in spirituality and psychology. She has been with the Department of Psychiatry at Columbia University Medical School for more than a decade.  Dr. Miller is the NYT bestselling author of “The Spiritual Child” and her latest book is “The Awakened Brain.” She is the Editor of the Oxford University Press Handbook of Psychology and Spirituality, Founding Co-Editor-in-Chief of the APA journal “Spirituality in Clinical Practice,” an elected Fellow of The American Psychological Association (APA) and the two-time President of the APA Society for Psychology and Spirituality. A graduate of Yale University and University of Pennsylvania, she earned her doctorate under the founder of positive psychology, Martin Seligman, and she has served as Principal Investigator on multiple grant-funded research studies. Info: LisaMillerPhD.com.  

Spiritual health isn't about following a specific religion, meditating on a mountaintop, or taking the sacrament (unless you want to do those things). It's about something deeper—our connection to something greater than ourselves, our capacity for faith, and the hope that carries us through life's challenges. Dr. Lisa Miller is a New York Times bestselling author of The Spiritual Child and The Awakened Brain. She's a professor in the Clinical Psychology Program at Teachers College, Columbia University, and the founder of the Spirituality Mind Body Institute—the first Ivy League graduate program dedicated to the study of spirituality and psychology. Her groundbreaking research has been published in over 100 peer-reviewed articles, and she's a sought-after speaker, working with the U.S. military, Fortune 500 companies, schools, and healthcare organizations to integrate spirituality into mental health and leadership. Spirituality isn't just a belief system—it's a proven driver of resilience, purpose, and well-being. In this episode, we dive into: ✔️ How spiritual health impacts mental resilience and emotional well-being ✔️ The neuroscience behind spirituality and how it physically changes the brain ✔️ Why faith—whether in God, the universe, or your inner wisdom—makes you stronger ✔️ Practical ways to nurture your spiritual health (without needing a formal practice) Because here's the truth: Whatever created you, lives within you—and that alone makes you inherently valuable, worthy, and powerful. Connect with Dr. Lisa Miller:  Website: https://www.lisamillerphd.com/ IG: https://www.instagram.com/dr.lisamillerlis Related Podcast Episodes: Abundance: Secrets to Prosperity and Ease with Cathy Heller | 260 How To Breathe: Breathwork, Intuition and Flow State with Francesca Sipma | 267 The Power of Conscious Connection with Talia Fox | 263 Share the Love: If you found this episode insightful, please share it with a friend, tag us on social media, and leave a review on your favorite podcast platform!

This episode is a special From the Vault. In this episode, we talk with Dr. Robert Feirsen and Dr. Seth Weitzman about their new book From Conflict to Collaboration: A School Leader's Guide to Unleashing Conflict's Problem-Solving Power.We talk about how to avoid conflict, the three A's to approach conflict, and much more.About the GuestsDr. Robert Feirsen is currently an associate professor and coordinator of the Educational Leadership Program at Manhattanville College. Previously, he was assistant professor and chair of the Education Department at the New York Institute of Technology. A former SAANYS member, Dr. Feirsen enjoyed a distinguished career in P-12 schools. As a school building leader in Westchester and Nassau Counties, he served as an elementary school principal, a middle school assistant principal, and a middle school principal. At the central office level, he served as an assistant superintendent for curriculum and instruction, deputy superintendent, and superintendent of schools. Dr. Feirsen taught at the elementary, middle, and high school levels as a social studies and special education teacher in schools in New York City before moving into supervisory roles. Dr. Feirsen holds an Ed.D. from Fordham University. Dr. Feirsen's research interests include addressing organizational conflict, the school principal-school counselor relationship, principal and teacher retention, the relationship between psychological ownership and professional learning, college readiness, and the applications of design thinking. His research and other articles have been published in a number of academic journals, as well as Educational Leadership and Education Week. Dr. Feirsen has led workshops at such venues as ASCD, the American School Counselor Association (ASCA), the American Association of Colleges for Teacher Education (AACTE), and the American Educational Research Association (AERA). With Seth Weitzman, he has presented at national and statewide conferences including ASCD, the New York State Council of School Superintendents (NYSCOSS), and the New York Association of Colleges for Teacher Education (NYACTE). Seth Weitzman is also the co-author of From Conflict to Collaboration: A School Leader's Guide to Unleashing Conflict's Problem-Solving Power and How to Get the Teaching Job You Want.Dr. Seth Weitzman sat in a middle school principal's chair for 27 years in Nassau and Westchester counties. Leadership positions included co-president of the Mamaroneck administrators' union, president of the Nassau County, and later, the Westchester County Middle School Principals' Association, and a New York State Middle-Level Liaison (a working group of principals representing every county and BOCES in New York State meeting with NYSED officials). Together with Dr. Robert Feirsen, he is the co-author of two books: How to Get the Teaching Job You Want and From Conflict to Collaboration: A School Leader's Guide to Unleashing Conflict's Problem-Solving Power. He is either author or co-author of a number of articles published in national education journals including Educational Leadership and American Middle-Level Education Magazine. Drs. Feirsen and Weitzman have presented in numerous professional association conferences at the county, state, and local levels (e.g. Association for Supervision and Curriculum Development, American Association of School Personnel Administrators, New York State Middle School Association, New York State Association of Teacher Educators) and graduate-level classes (Teachers College, Bank Street College of Education). He is currently Senior Instructor in the Mercy College Educational Leadership Department. His 40-year education career began teaching elementary school and middle school in Connecticut and New York City. He holds an EdD from Teachers College, Columbia University. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Here's a short passage from 1937 on exercise cults and fads and how they related to exercise fads and gadgets and exercising to get muscles strong--or living in such a way that produces whole health and well-being.Source: "Exercise and Health" by Jesse Feiring Williams, A.B., M.D.; Professor of Physical Education, Teachers College, Columbia University; National Health Series; Edited by the National Health Council (1937).*Photo by Ron Jones

Generative AI is transforming education, but how can schools use it effectively? In this episode, we talk with Jake Potter, APR, about the role of generative AI in schools from a leadership perspective. We explore how administrators can support educators with varying interest levels and confidence in using AI, providing tools and resources to ensure all teachers can leverage its potential. Additionally, we discuss the impact of generative AI on future jobs and the importance of preparing students for a changing workforce. From reducing administrative burdens to enhancing student learning, this conversation highlights practical strategies for making AI a valuable tool in education.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Scott Wilson has served as a leader in independent school education for 40 years!He previously served as President and Headmaster of Baylor School in Tennessee from 2009 to 2021. Prior to his appointment at Baylor, Scott enjoyed successful tenures as Head of School at both Brookstone School and Valwood School, both in Georgia. Scott also served Hammond School in South Carolina as a teacher, coach, admission director, and Upper School Head.A leader in state and regional organizations, Scott has served as a Director for the Georgia Independent School Association (GISA), the Tennessee Association of Independent Schools (TAIS), and the Southern Association of Independent Schools (SAIS).Scott earned his bachelor's degree at the University of Georgia and his master's degree at the University of South Carolina. In 2006, Scott was a Klingenstein Fellow at Columbia University's Teachers College in New York.ReplyForward

Check out an upcoming live session series from Inspire Citizens on Building Capacity to Face Climate Change Link for more informationIf you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Unfortunately, the Climate Journal Project no longer has a working website. It's too bad, it was a really cool resource.For more information or to register for the Inspire Citizens Global Citizenship Certificate click hereYou can book a discovery call with Inspire Citizens at this linkShare on Social Media using #EmpathytoImpactEpisode Summary Erika is a doctoral candidate and research associate at the Center for Sustainable Futures at Teachers College, Columbia University, and a research fellow at Columbia's Climate School. Her dissertation focuses on youth climate activism and youth agency in social movements. On this episode she joins me to discuss her work empowering youth activists, and programs like Youth At The Center and how this leads to community engagement for students and opportunities for collaboration and action.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this episode, we take a deeper dive into the world of school counseling with returning guests Dr. Sarah Lendt andDr. Susan Dodd, along with new guestMatthew Fischer. From the moments that make the job rewarding to the unseen challenges they navigate daily, our guests share what it truly means to support teachers and students' academic, social, and emotional well-being.Tune in for an insightful conversation that sheds light on the critical role of school counselors in today's schools.“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Columbia University clinical psychologist drops in to talk about his research on resilience, PTSD, the importance of understanding resilience in the face of trauma, the biological responses to traumatic events, and the misconceptions surrounding PTSD.About our guest:George Bonanno is a Professor of Clinical Psychology at Columbia University's Teachers College and internationally recognized for his pioneering research on human resilience in the face of loss and potential trauma. He is recognized by the Web of Science as among the top one percent most cited scientists in the world, and has been honored with lifetime achievement awards by the Association for Psychological Science (APS), the International Society for Traumatic Stress Studies (ISTSS), and the International Positive Psychology Association (IPPA). In addition to the books, The End of Trauma and The Other Side of Sadness, George has published hundreds of peer-reviewed scientific articles, many appearing in leading journals such as Nature, JAMA, American Psychologist, and the Annual Review of Psychology. He is also an avid painter (when he has time), reads widely, and loves music.

From Diane Ravitch to 2022 National Teacher of the Year Kurt Russell - to a wide range of public school advocates and leaders in between - the Network for Public Education and Network for Public Education Action's 2025 national conference on April 5th and 6th in Columbus will bring together some of the biggest players in the national conversation about the future of our public schools. All Ohio educators and public school allies are invited to attend and be part of the conversation. NPE/NPE Action Executive Director Carol Burris joins us for this episode to dive into what the conference promises and why it's so important for all of us to stand together to save our public schools.  REGISTER NOW | If you'd like to attend the Network for Public Education/Network for Public Education Action national conference at the Hyatt Regency in Columbus on April 5 and 6, 2025, click here for more information and to register.  SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Carol Burris, Executive Director, Network for Public Education/Network for Public Education ActionCarol Burris, a retired public school teacher and principal, now serves as the Executive Director of the Network for Public Education, a national organization dedicated to supporting and improving public education. Dr. Burris, who has authored three books on educational equity, has received numerous awards for her leadership, including being named the 2013 New York State High School Principal of the Year. Carol Burris served as principal of South Side High School in the Rockville Centre School District in NY from 2000-2015. Carol received her doctorate from Teachers College, Columbia University, and her dissertation on equitable practices in mathematics instruction received the 2003 National Association of Secondary Schools' Principals Middle of the Year Award. Carol serves as a Fellow of the National Education Policy Center and is the co-director of its Schools of Opportunity program.  She authored three books on educational equity. Articles that she has authored or co-authored have appeared in Educational Leadership, The Kappan, the American Educational Research Journal, Theory into Practice, The School Administrator and EdWeek.Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on January 15, 2025.

Send us a textHow do we foster healing in communities impacted by trauma? And how can leaders and educators adopt a healing-centered approach to their work?  In this episode, we're joined by Deepa Gulrukh Patel, a creative facilitator blending arts, sciences, and social justice. Her work spans refugee camps, cultural diversity, bereavement support, and contemplative education, collaborating with organizations like the UNHCR, the London College of Fashion, and the Fetzer Institute to build healing-centered, sustainable initiatives.  We're also joined by Dr. Angel Acosta, a leader in mindfulness, social justice, and healing-centered education. With a doctorate in curriculum and teaching from Teachers College, Columbia University, Angel creates transformative frameworks like the Contemplating 400 Years of Inequality Experience to address structural inequities and foster restorative practices.  Together, Deepa and Angel share profound insights on healing trauma, supporting frontline workers, and building resilience through mindful education and community-centered approaches.In this second part of our conversation, we talk about:Becoming wounded healersThe importance of listening and presenceResilience for frontline workersBurnout in caregiving jobsAgency over labelsTo learn more about Dr. Angel Acosta and Deepa Gulrukh Patel follow these links:Deepa:Jordan Refugee Camps - https://www.dress4ourtime.org/Center for Sustainable Fashion- https://www.sustainable-fashion.com/vital-signsInayitiyya Org - https://inayatiyya.org/Tamasha Theatre Company - https://tamasha.org.uk/The Loss Foundation - https://thelossfoundation.org/Charis Interspirituality Org - https://charisinterspirituality.org/ Dr. Angel:Website - https://www.drangelacosta.comPodcast - https://www.drangelacosta.com/podcastLinkedIn - https://www.linkedin.com/in/dr-angel-acosta-1886653b This episode is sponsored by:John Templeton Foundation (https://www.templeton.org/ )Templeton Religion Trust (https://templetonreligiontrust.org/)Support the show

We all know that we could be doing a better job preparing young people for civic participation – and government officials and the public largely agree, but few organizations focus primarily on addressing this problem. Democracy Ready New York is one of the groups that's taking action on this issue – advocating for government policies to better support civic education and broadening public engagement in the issue. This episode features the leader of Democracy Ready New York, Michael Rebell. Since 2005, Michael has served as the Executive Director of the Center for Educational Equity at Teachers College, Columbia University. Over the past few years, he and other staff at the Center have built a coalition of individuals and organizations with an interest in civic education. Today this coalition, Democracy Ready New York, is working to improve various aspects of civic education, including media literacy, classrooms discussions, equity, and more. In his conversation with Brett, Michael talks about the goals of the organization, the accomplishments of its various committees, and the group's plans to diversity its efforts to improve civic education. This episode was originally released in May, 2022.Resources Related to this EpisodeMichael Rebell's WebsiteDemocracy Ready New York WebsiteCivXNow (Civic Education Advocacy)ESD Podcast ResourcesEducation for Sustainable Democracy HomepageBrett Levy's Open-Access Research Articles (Free Downloads)Education for Sustainable Democracy Facebook Page (Please Like!)YouTube Channel for Education for Sustainable Democracy (Please Subscribe!)Related ESD EpisodesA Congressional Bill to Strengthen Civic Education, with Cat McDonald (DC Lobbyist for Civic Ed)Guiding Productive Political Discussions, with Diana Hess (University of Wisconsin-Madison)Engagement & Equity in Civic Education (with Prof. Jane Lo)Support the show

Dr. Christopher Emdin is the Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He is the author of the New York Times bestseller, “For White Folks Who Teach in the Hood and the Rest of Y'all Too," "STEM, STEAM, Make Dream," and much more. Chanda and Chris discussed the major challenges in our education system. Emdin boldly declares the education system is flawed and rooted in oppression. But he offers a radical alternative that embraces hip-hop culture's creativity, rhythm, and critical thinking. https://chrisemdin.com/ www.conversationswithchanda.com IG @chandasbaker & @conversationswithchanda

In this episode of How We Teach This, we dive into the transformative role of technology in education with a dynamic teacher panel from the AECT Mini Teacher Conference. Facilitated by Dr. Cecil Short, this conversation features Jessica Asbury (Piper USD 203), Sara Hoffman (Olathe USD 233), Shawn Harrel (Lee's Summit Schools), and Jacob Hall (Associate Professor of Educational Technology at SUNY Cortland). Discover how these educators are leveraging technology to enhance student engagement, foster collaboration, and empower students to take ownership of their learning. A recurring theme in this discussion is the importance of giving students the freedom to choose the tools that best suit their learning needs—a game-changing approach for the modern classroom. Tune in to hear real-world examples of innovative tools and strategies that are reshaping teaching and learning! “This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Send us a textHow do we foster healing in communities impacted by trauma? And how can leaders and educators adopt a healing-centered approach to their work?  In this episode, we're joined by Deepa Gulrukh Patel, a creative facilitator blending arts, sciences, and social justice. Her work spans refugee camps, cultural diversity, bereavement support, and contemplative education, collaborating with organizations like the UNHCR, the London College of Fashion, and the Fetzer Institute to build healing-centered, sustainable initiatives.  We're also joined by Dr. Angel Acosta, a leader in mindfulness, social justice, and healing-centered education. With a doctorate in curriculum and teaching from Teachers College, Columbia University, Angel creates transformative frameworks like the Contemplating 400 Years of Inequality Experience to address structural inequities and foster restorative practices.  Together, Deepa and Angel share profound insights on healing trauma, supporting frontline workers, and building resilience through mindful education and community-centered approaches.In this first part of our conversation, we talk about:Healing through stillnessBeauty as a path to healingHealing ourselves to help the worldHealing-centered educationCreativity healsTo learn more about Dr. Angel Acosta and Deepa Gulrukh Patel follow these links:Deepa:Jordan Refugee Camps - https://www.dress4ourtime.org/ Center for Sustainable Fashion- https://www.sustainable-fashion.com/vital-signs Inayitiyya Org - https://inayatiyya.org/ Tamasha Theatre Company - https://tamasha.org.uk/ The Loss Foundation - https://thelossfoundation.org/ Charis Interspirituality Org - https://charisinterspirituality.org/ Dr. Angel:Website - https://www.drangelacosta.com Podcast - https://www.drangelacosta.com/podcast LinkedIn - https://www.linkedin.com/in/dr-angel-acosta-1886653b This episode is sponsored by:John Templeton Foundation (https://www.templeton.org/ )Templeton Religion Trust (https://templetonreligiontrust.org/)Support the show

In this bonus Q&A with Kami, she shares:Her proudest moment and biggest failure in her career so farA trend that she is following in Talent Development right nowThe biggest challenge she sees in Talent Development todayBooks that have made a big impact on her lifeOne piece of career advice she has for youKami's mission is to support, invest in, value and grow education professionals as leaders. She has spent the past two decades supervising, coaching, and developing urban school and system leaders through a people-centered approach to systemic change. Catalyzed by her own early experiences in the classroom and the lack of adequate preparation she received, she now works with system-level leaders at schools across the nation to create and grow leadership development programming and pathways for educators and school leaders. As a long-time instructor at Columbia's Teachers College, and in recent roles as a Chief Learning Officer and consultant supporting school and district leaders in the areas of leadership development, instruction, and capacity building, she bridges the gap between theory and practice in K-12. She is obsessed with all things leadership development and professional learning and deeply believe that when we invest in education talent, we transform schooling.Connect with Andy Storch here:WebsiteLinkedInJoin us in the Talent Development Think Tank Community!Connect with Kami Lewis Levin:LinkedIn

Today, we're diving deep into the world of educational leadership with our special guest, Kami Lewis Levin. With over two decades of experience in empowering urban school leaders and promoting systemic change, Kami brings invaluable expertise to our discussion. As an instructor at Columbia's Teacher College and Chief Learning Officer for various nonprofits, she plays a pivotal role in addressing critical issues in K-12 education, notably through her work with the Literacy Design Collaborative.In this episode, we tackle:The challenges of outdated education modelsThe decline in students' reading and math skills, and the urgent need for critical thinking developmentKami collaborates with school districts to create leadership pathways for educators, effectively addressing the prevalent teacher shortage and enhancing career progression opportunitiesParallels between educational and corporate leadership transitions, highlighting the unique hurdles and growth opportunities faced by educators stepping into leadership rolesTune in as we delve into adult learning models, the importance of mindset work for leaders, and the transformative shift from fear-based to trust-based leadership. Whether you're in the educational sector or the corporate world, this episode is packed with insights that promise to inspire and inform your leadership journey. Kami's mission is to support, invest in, value and grow education professionals as leaders. She has spent the past two decades supervising, coaching, and developing urban school and system leaders through a people-centered approach to systemic change. Catalyzed by her own early experiences in the classroom and the lack of adequate preparation she received, she now works with system-level leaders at schools across the nation to create and grow leadership development programming and pathways for educators and school leaders. As a long-time instructor at Columbia's Teachers College, and in recent roles as a Chief Learning Officer and consultant supporting school and district leaders in the areas of leadership development, instruction, and capacity building, she bridges the gap between theory and practice in K-12. She is obsessed with all things leadership development and professional learning and deeply believe that when we invest in education talent, we transform schooling.Connect with Andy Storch here:WebsiteLinkedInJoin us in the Talent Development Think Tank Community!Connect with Kami Lewis Levin:LinkedIn

A federal appeals court has upheld a $5 million judgment against President-elect Donald Trump after finding him liable for sexually abusing advice columnist E. Jean Carroll at Bergdorf Goodman in the 1990s. Meanwhile, police are searching for the person who abandoned a baby girl in a tote bag Sunday on Reverend James A. Polite Avenue in the Bronx. Plus, Mayor Adams and the NYPD are preparing safety measures for New Year's Eve celebrations. Finally, the NYC Council is investing $3 million over three years to develop a Latino Studies curriculum for public schools. WNYC's Sean Carlson speaks with Lymaris Caraballo, an associate professor of English education at Teachers College at Columbia University, who's helping design the curriculum, and Councilmember Rita Joseph, chair of the City Council's Education Committee, about what this investment means.

Welcome back to The Mind Mate Podcast! Today, I have the absolute honour of sitting down with Dr. Kirk Schneider—one of the leading voices in contemporary existential-humanistic psychology and a true pioneer in the field of depth-oriented healing. Dr. Schneider has an impressive career that spans decades. He's a licensed psychologist, the past editor of the Journal of Humanistic Psychology, and president of the Existential-Humanistic Institute. He teaches at Saybrook University and Columbia University's Teachers College and is a Fellow of five divisions of the American Psychological Association. Beyond that, he's a prolific author, having written or coauthored 12 books, including The Paradoxical Self, Horror and the Holy, Existential-Integrative Psychotherapy, and Awakening to Awe. Today, we'll touch on his latest contribution, Life-Enhancing Anxiety: Key to a Sane World, which offers a global perspective on existential approaches to healing and transformation. What's striking about Dr. Schneider's work is how deeply it calls us to engage with life's mysteries—the awe, the terror, and the paradoxes that shape the human experience. He's also the founder of the Corps of Depth Healers, a movement designed to bring depth-oriented, existential practices to communities in need. It's a radical and necessary initiative in our increasingly fragmented world, and I'm excited to explore it with him today. If you're as fascinated as I am, I highly recommend diving into Dr. Schneider's world. Visit his website at www.kirkjschneider.com for more about his work and writings. You can also learn about the Corps of Depth Healers at    / @corpsofdepthhealers-ws9nq   where you'll find resources for cultivating healing and awe in your own communities. So, without further ado, let's dive into an unforgettable conversation with Dr. Kirk Schneider. I hope you enjoy this one as much as I did!

Parkinson's disease significantly impacts various aspects of communication, and this can make it challenging for people with the disease to communicate effectively, be understood by others, and engage in social situations. Dr. Gemma Moya-Galé joins this episode to talk about her work on voice and communication in people with Parkinson's disease. In particular, she discusses a novel app she and her team are developing, with funding from The Michael J. Fox Foundation, to help people with Parkinson's improve how well their speech is understood. The app uses evidence-based principles from speech therapy and noise-augmented automatic speech recognition to provide speech training and feedback. She also shares her recent research on linguistically and culturally responsive methods for addressing communication challenges in both English- and Spanish-speaking individuals with Parkinson's disease, and how this approach has the potential to improve clinical care. Gemma is an Assistant Professor of Communication Sciences and Disorders, as well as the Director of the Communication, Technology, and Language Diversity Lab at Teachers College, Columbia University.This podcast is geared toward researchers and clinicians. If you live with Parkinson's or have a friend or family member with PD, listen to The Michael J. Fox Foundation Parkinson's Podcast at michaeljfox.org/podcasts. We're excited to announce that we will be merging our two podcasts in 2025, and we invite you to subscribe to our Michael J. Fox Foundation Parkinson's Podcast on Apple Podcasts or wherever you get your podcasts for future episodes featuring scientists, doctors and people with Parkinson's talking about different aspects of life with the disease as well as new research toward treatment breakthroughs.

Kathleen K Mairella PT DPT MA FAPTAEducation:Degree: Doctor of Physical TherapyInstitution: MGH Institute of Health Professions, Boston, MA Major; Physical TherapyDate: May 2006Degree: Master of ArtsInstitution Teachers College, Columbia University, New York, NY Major: Movement Science and EducationDate: May 1992Degree: Bachelor of ScienceInstitution: Boston University, Boston MA Major: Physical TherapyDate awarded: May 1978Employment and Positions Held:Professor Emerita, Rutgers University, 2022-presentDirector of Clinical Education and Assistant Professor, Rutgers University, School of Health Professions, Doctor of Physical Therapy Program, Newark NJ, 2016-2022Assistant Professor, Rutgers University, School of Health Professions, Doctor of Physical Therapy Program, Newark NJ, 2014-2016Assistant Director of Clinical Education and Assistant Professor, Rutgers University (University of Medicine and Dentistry of New Jersey prior to July 1,2013), School of Health Related Professions, Doctor of Physical Therapy Program, Newark NJ , 2006-2014Physical Therapist, Brookdale Physical Therapy, Nutley, New Jersey, 2007-2008Instructor, University of Medicine and Dentistry of New Jersey/School of Health Related Professions, Doctor of Physical Therapy Program, Newark, New Jersey, 2004-2006Adjunct Instructor, University of Medicine and Dentistry of New Jersey/School of Health Related Health Professions, Doctor of Physical Therapy Program, Newark, New Jersey, 2002-2004Practice Development Facilitator, Atlantic Health System/Morristown Memorial Hospital, Morristown NJ, 2001-2002Academic Coordinator of Clinical Education, Fairleigh Dickinson University Physical Therapist Assistant Program, Morristown NJ, 1999-2001Adjunct Instructor. Fairleigh Dickinson University Physical Therapist Assistant Program, Morristown NJ, 1999Adjunct Instructor, Union County College Physical Therapist Assistant Program, Plainfield NJ, 1997-2000Physical Therapist, ARC Essex School, Livingston, NJ 1999Rehabilitation Supervisor, JerseyCare HomeHealth and Hospice, Belleville, NJ, 1995-1998 Physical Therapist, Independent Practice, Home Care, Nutley NJ, 1991-1995Adjunct Instructor, Teachers College, Columbia University, New York, NY, 1991-1992Staff Physical Therapist, The Valley Hospital, Ridgewood, NJ, 1985-1986Staff Physical Therapist, Welkind Rehabilitation Hospital, Chester, NJ, 1983-1984Senior Physical Therapist, Neuroscience Team, Washington Hospital Center, Washington DC, 1982-1983Staff Physical Therapist, Washington Hospital Center, Washington DC, 1981-1982Staff Physical Therapist, Georgetown University Hospital, Washington DC, 1980-1981 Staff Physical Therapist, New Jersey Rehabilitation Hospital, East Orange, NJ, 1978-1980Membership in Scientific/Professional Organizations:American Physical Therapy Association: 1976-presentChair, House of Delegates Reference Committee, 2025Member, House of Delegates Reference Committee 2023-2024 Chair, House Special Committee on Bylaws, 2019-2021 Bylaws Review Task Force, 2018-2019Director, Board of Directors, 2009-2017Board work assignments:APTA Committees and Task Forces:Best Practices in Clinical Education Task Force, chair 2016-2017Leadership Development Committee, chair 2013-2017Executive Committee, elected 5th member 2015-2016Recruitment and Retention of Early-Career Members Task Force, member 2014- 2016Public Policy and Advocacy Committee, member, 2012-2015 Finance and Audit Committee, member 2011-2013Member Engagement and Leadership Development Task Force, chair 2011- 2013Physical Therapy Classification and Payment Task Force/ Alternative Payment Task Force, chair 2013-2014, member 2012-2013CSM Review Work Group, member 2011-12Task Force on Governance Review, member 2009-2011Committee on Referral for Profit, liaison, 2009-2011Physical Therapist Centralized Application Service Advisory Group, liaison 2009- 2011Board Workgroups:Strategic Planning Board Work Group, chair 2013-2017Criteria for House Motions from the Board of Directors, member 2014-2015, Governance Proposal Board Work Group, member 2011-2013Board Work and Information Management Board Work Group, member 2011- 2012Board Workgroup on Board Performance Evaluation, member 2009-2010 Components:Student Assembly, 2011-2014Chapters:Maryland (2016-2017, 2010-2011), Nebraska (2015-2017), Nevada (2016-2017), Idaho (2011-2016). Texas (2014-2016), New York (2013-2015), Michigan (2010- 2014), Wisconsin (2011-2014), New Mexico (2009-2013), North Dakota (2009- 2011), Utah (2009-2010)Sections:Education (2014-2017), Women's Health (2015-2017), Geriatrics (2015-2016), Pediatrics (2009-2012)Councils:Chapter President Council, liaison 2011-2014APTA Mentorship Program, 2005-2010 (program discontinued) Committee to Approve the House of Delegates Minutes, 2007CEO Search Committee, 2007Committee on Chapters and Sections. 2004-2007, Chair 2006 Education Strategic Planning Group, 2004American Physical Therapy Association of Massachusetts 2022-present Chair, Bylaws Review Task Force 2023-2024Assembly Representative, 2024American Physical Therapy Association of New Jersey: 1978-80, 1983-2022 Delegate to APTA House of Delegates, 1998 -2004, 2008-2009, 2018-2022 Chief Delegate, 2004-2008Federal Affairs Liaison, 2018-2019Alternate delegate, 2017-2018Legislative Committee, 1998-2018Legislative Advisory Panel, 2007-20182009 Annual Conference Committee, 2008-2009, chairMembership Chair, 2005-2007 Executive Committee, 1996-2005 President, 2001-2005 President-elect, 2000-2001 Vice-president 1998-2001 Secretary 1996-1998Direct Access Task Force, Chair, 1996-1999Home Health Special Interest Group Workgroup 1997APTA Private Practice Section, 2000-presentAPTA Private Practice Section, Graham Sessions Planning Committee, 2021-presentAPTA Academy of Leadership and Innovation (formerly Health Policy and Administration Section), 2003-presentAcademy of Physical Therapy Education, 1999-2002, 2004-presentAmerican Academy of Geriatric Physical Therapy, 1994-2002, 2010-present APTA Orthopedics Section, 2007-2018APTA Section on Women's Health, 2002-2004, 2009-2011, 2016-2018APTA Section on Research, 2012-2015APTA Cardiovascular and Pulmonary Section, 2010-2012APTA Neurology Section, 1980s, 1993-1998, 2000-2003APTA Health Policy Section, 2002-2003APTA Section on Administration, 1998-1999APTA Home Health Section, 1993-1999New York New Jersey Clinical Education Consortium, 2006-2014, 2016-present Home Health Assembly of New Jersey, 1996-1998National Head Injury Foundation Workgroup, Washington DC, 1981-1983American Physical Therapy Association, District of Columbia Chapter Continuing Education Chairperson, 1982Service to the University/College/School on Committees/Councils/Commissions: SchoolRutgers University SHP Committee on Faculty Development, September 2015-September 2018Rutgers University (formerly UMDNJ) SHRP Faculty Chair, September 2012-September 2014Rutgers University (formerly UMDNJ) SHRP Committee on Committees, 2012-2014Rutgers University (formerly UMDNJ) SHRP Committee on Admissions and Academic Standing, 2011-2014Rutgers University (formerly UMDNJ) SHRP Committee on Curriculum Review, 2007-2010 DepartmentRutgers University SHP Newark DPT Curriculum Committee, 2015-2022, Chair January 2022- July 2022Rutgers University SHP Newark DPT Orientation Committee Co-chair, 2016-2021Rutgers University SHP Newark DPT Awards and Scholarship Committee, 2017-2022 Rutgers University (formerly UMDNJ) SHP Newark DPT Admissions Committee 2002-2019Rutgers University (formerly UMDNJ) SHP Newark DPT Program Student Activities Committee, Faculty Liaison, 2006-2019Honors and Awards:Catherine Worthington Fellow of the American Physical Therapy Association, 2023Lucy Blair Service Award, American Physical Therapy Association, 2019Outstanding Service Award, American Physical Therapy Association of New Jersey, 2013 President's Award, American Physical Therapy Association of New Jersey, 2008, 2006, 1999Peer Reviewed Publications:Sack S, Radler DR, Mairella KK, Touger-Decker R, Khan H, Physical therapists' attitudes, knowledge, and practice approaches regarding people who are obese, Phys Ther; 89(8):804- 15, 2009

When educational leaders challenge the status quo, remarkable things happen. Pablo Muñoz has dedicated his career to proving this truth in some of New Jersey's most underserved school districts.From implementing innovative learning strategies to writing "The Leader's Algorithm," Muñoz demonstrates how thoughtful leadership can unlock extraordinary student potential.IN THIS EPISODE, WE DISCUSS:Strategies for creating competitive school districts in communities with high poverty ratesThe power of challenging students with rigorous academic expectationsInsights from his new book "The Leader's Algorithm" Personal stories of educational transformationA unique perspective on equity, access, and opportunity in public educationRESOURCES AND LINKS MENTIONED IN THIS EPISODE:Connect with Pablo on LinkedIn or send him an email at pablo@themunozcompany.comVisit themunozcompany.com to learn more about Pablo's work and servicesGet your copy of The Leader's Algorithm: How a Personal Theory of Action Transforms Your Life, Work, and Relationships Learn more about the Rebel Project Literacy Curriculum, a fully integrated literacy and project based learning curriculum, at  projectup.us or inkwire.co/rplc Get your copy of Rebel Educator: Create Classrooms Where Impact and Imagination MeetLearn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library.Visit us at UP Academy to learn more about our personalized and inclusive learning environment.Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here.GUEST BIO:Pablo Muñoz is the Managing Director of Muñoz & Company, an educational and leadership consulting organization. He has 30 years of public education experience as a teacher and administrator and was a superintendent of schools for 16 years. Pablo was recognized as the 2008 Union County School Superintendent of the Year by the Gateway Regional Chamber of Commerce in New Jersey and named as one of the George Lucas Educational Foundation's 2008 Daring Dozen – a prestigious group of twelve educators “who are reshaping the future of education.” In addition, Pablo is a leadership coach, teacher, trainer, and speaker with the Maxwell Leadership Certified Team; an Adjunct Professor at Lehigh University; a member of the Forbes Coaches Council; and the author of The Leader's Algorithm. Pablo graduated from Yale University in 1991 with a Bachelor of Arts in Psychology and Ivy League pitching honors. A lifelong athlete and sports fan, he has coached baseball at all levels from little league to professional, having been a minor league pitching coach with the Chicago Cubs. After Yale, Pablo continued his education at Teachers College, Columbia University where he earned a Master of Arts in Educational Administration in 1996.Enjoying the show? Leave us a rating and review and help more people find us!bit.ly/RebelEducatorApplePodcastsWe'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content: forms.gle/JcKHf9DHTZnYUmQr6 Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. https://forms.gle/CZJXLQDdevPh22ZN7Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator:www.rebeleducator.com/courses/the-acceleratorMORE ABOUT THE REBEL EDUCATOR PODCAST:In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education.This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Visit https://marekhealth.com/knowthyself and get a 10% discount on the Optimization Package (use code KNOWTHYSELF) Author and researcher Dr. Lisa Miller unpacks the science of the Awakened Brain and how humans are innately wired for spiritual experiences. She discusses the root causes of the mental health crisis our planet is facing, and how by reconnecting to this innate spirituality we have the power to heal on a global level. She describes depression as two sides of the same door, revealing the opportunity hidden within our suffering. She discusses how transcendent experiences are explained on a neurological level and the 4 major finds of her research.  She reveals the science of synchronicity, surrender, and our ability to be 'trail angels' who help others along their journey. She also shares a guided practice to open yourself up to life's wisdom and live in harmony with the divine will. André's Book Recommendations: https://www.knowthyself.one/books ___________ 0:00 Intro 1:42 Defining Spirituality as a Scientist 3:45 The Cause of the Mental Health Crisis 6:00 Is Spirituality Limited to the Brain? 12:00 The Awakened Brain: Being in Sync with the Universe 16:52 Children are in This State Naturally 20:56 Ad: Marek Health, Gain Insights through Testing & Optimize Your Health 22:30 Mirror Neurons and Past Life Regressions 26:27 4 Major Findings on the Awakened Brain  32:15 Science of Synchronicity & Surrender  39:11 Guided Practice: Open Yourself Up to Life's Wisdom 44:46 Her Most Shocking Discoveries 46:06 Depression as the Doorway to Spirituality 53:00 Integrating Achievement & Awakened Brain 57:36 Conclusion ___________ Lisa Miller, Ph.D., is the New York Times bestselling author of The Spiritual Child and a professor in the Clinical Psychology Program at Teachers College, Columbia University. She is the Founder and Director of the Spirituality Mind Body Institute, the first Ivy League graduate program and research institute in spirituality and psychology, and has held over a decade of joint appointments in the Department of Psychiatry at Columbia University Medical School. Her innovative research has been published in more than one hundred peer-reviewed articles in leading journals, including Cerebral Cortex, The American Journal of Psychiatry, and the Journal of the American Academy of Child and Adolescent Psychiatry. Website: https://www.lisamillerphd.com/ Instagram: https://www.instagram.com/dr.lisamiller/ ___________ Know Thyself Instagram: https://www.instagram.com/knowthyself/ Website: https://www.knowthyself.one Clips Channel: https://www.youtube.com/channel/UCJ4wglCWTJeWQC0exBalgKg Listen to all episodes on Audio:  Spotify: https://open.spotify.com/show/4FSiemtvZrWesGtO2MqTZ4?si=d389c8dee8fa4026 Apple: https://podcasts.apple.com/us/podcast/know-thyself/id1633725927 André Duqum Instagram: https://www.instagram.com/andreduqum/

MPF Discussion with Jor-El CaraballoRedefining Black Male Masculinity with Jor-El CaraballoAbout Jor-El Jor-El Caraballo is a licensed therapist and cofounder of Viva, a multi-state mental health practice. Caraballo received a BA in psychology from the University of North Carolina at Wilmington and MA and Ed.M. degrees in psychological counseling from Teachers College, Columbia University. He has been featured as a mental health expert across many magazines and websites, including Mind Body Green, Men's Health, Healthline, Insider, Self, and more, sharing advice and insight on self-care, interpersonal relationships, dealing with trauma, and more. He is the author of Self-Care for Black Men and The Shadow Work Journal.Jor-El Caraballo's Self-Care for Black Men became a popular, instant seller. Leaning into that success, Caraballo's audio meditation program MEDITATIONS FOR BLACK MEN is filled with unique insights and tools for Black men everywhere to prioritize mental health, empowering listeners to create a deeper connection with their mind, body, and spirit over the course of ten guided meditations.Redefining Black Male MasculinityWhat does it mean to be a Black man in 2024? On this episode of My Perfect Failure, Jor-El Caraballo shares his journey of redefining masculinity, growing up as a curious and empathetic “Why Kid” in South Carolina, and breaking free from societal stereotypes.Jor-El reveals how discovering psychology in high school set him on a path to helping others and why his book, Meditations for Black Men, serves as a transformative tool for self-exploration and healing. From his influences like Eckhart Tolle to the trailblazing work of Bell Hooks, Jor-El explains how embracing self-awareness and challenging norms can create space for Black men to thrive emotionally and spiritually.A must-listen episode for anyone passionate about authenticity, resilience, and self-discovery.5 Takeaways:1.Explore Without Judgment: The journey inward is where the most power lies.2.Redefine Masculinity: Black men can embrace vulnerability and emotional depth.3.Tools for Growth: Meditations for Black Men offers practical steps for mindfulness.4.Influences Matter: Leaders like Bell Hooks inspire change and self-acceptance.5.Self-Care is Revolutionary: Prioritizing wellness is an act of empowerment.Social Links to Jor-El Order: MEDITATIONS FOR BLACK: https://www.amazon.co.uk/Meditations-Black-Men-Guided-Self-care/dp/1668119943/ref=sr_1_1?Viva: https://vivamentalhealth.com/meet-the-co-founders/ Instagram: @jorelcaraballo: https://www.instagram.com/jorelcaraballo/Facebook: @jorel.caraballo: https://www.facebook.com/jorel.caraballo/ X: @JorElCaraballo: https://x.com/jorelcaraballoPlease Leave A ReviewLike this show? Please leave us a review here, even one sentence helps! Consider including your Twitter handle so we can thank you personally!Paul: Contact DetailsWork with me: paul@myperfectfailure.comMPF Website: https://www.myperfectfailure.com/ Subscribe to MPF YouTube channel: https://www.youtube.com/@paulpadmore8275

This week, psychologist Dr. Lisa Miller shares her groundbreaking research on how spirituality can improve mental health and well-being. Whether you're already spiritual or just curious, we discuss how nurturing your spirit can strengthen your brain, reduce anxiety, and bring peace. Dr. Miller also shares exercises to deepen our spiritual connection. Get ready to be physically, mentally, and emotionally inspired in this week's episode! In this episode: Why spirituality is innate in all of us How a spiritual life is beneficial mentally and physically The three bridges of spirituality in aging How to awaken your brain if you're spiritually curious How to renew your spirituality when you're exhausted Dr. Lisa Miller leads two spiritual practice exercises Practical advice for anyone looking to awaken their brain Lisa Miller, Ph.D., is a New York Times bestselling author of The Awakened Brain and The Spiritual Child and a professor at Teachers College, Columbia University, where she founded the Spirituality Mind Body Institute. A leading researcher in spirituality and psychology, she has published over 100 peer-reviewed articles and held joint appointments at Columbia Medical School. Dr. Miller is Editor of the Oxford Handbook of Psychology and Spirituality and the founding co-editor of the APA Journal of Spirituality in Clinical Practice. Here is my favorite quote from this episode: "When we practice our spiritual life, we literally strengthen our brain." - Dr. Lisa Miller Do you want to hear your voice on the show? Call me and leave me a voicemail at 404-913-6460 and let me know why you love who you are!   There is BONUS CONTENT in our free newsletter so make sure to subscribe at https://www.kimgravelshow.com Collecting Confidence, my best-selling book is now available in paperback with a brand new discussion guide! Click this link to buy it now. Join my Love Who You Are movement at https://lwya.com Connect with Me: YouTube Facebook Instagram TikTok                                          Website Connect with Dr. Lisa Miller: Website Instagram LinkedIn Twitter/X The Awakened Brain The Spiritual Child: The New Science on Parenting for Health and Lifelong Thriving New episodes of The Kim Gravel Show drop every Wednesday at 6pm EST. Support our show by supporting our Sponsors: Air Doctor Breathe easier with AirDoctor! Save up to $300 on a new air purifier that filters 99.99% of dangerous contaminants, helping you live healthier with every breath.  Don't miss out on cleaner, fresher air—head to https://airdoctorpro.com and use promo code KIM for your discount. Experience the difference in air quality today! Learn more about your ad choices. Visit megaphone.fm/adchoices

This conversation explores the transformative power of journaling for teachers, emphasizing its importance for reflection, mental health, and personal growth. The guests share their experiences and practical tips on how to incorporate journaling into a busy teaching schedule, highlighting the benefits of prioritizing self-care and reflection in the teaching profession. Follow on Twitter: @bamradionetwork @jonHarper70bd @EducationHall @outsideteacher Pete Hall is a capacity-builder. A former principal and author of 12 books, he supports professional learning and personal growth through keynotes, workshops, and coaching across the globe. Alissa Alteri Shea is an instructional coach at a K-6 elementary school in Vernon, Vermont, where she partners with teachers to improve student learning. She is committed to building strong public schools and joyful learning opportunities for children. Her favorite place is outside in nature, where she helps students learn from the world around them. Christina Compton Director of Program Development received her doctorate in education from Teachers College, Columbia University in 2016, with a concentration in the teaching of English. She began her career in education as a NYC Teaching Fellow, teaching in a Title 1 school, while completing her Masters in Childhood Education. Cristina serves as the Director of Program Development at CPET, overseeing a wide range of school-based projects and the Student Press Initiative, an initiative that supports teachers and students in developing projects that culminate in professionally designed, print-based publications. www.tc.edu/CPET

      Dr. Derrick Gay is a globally recognized intercultural competency strategist, dedicated to fostering cultures of dignity and respect. With multifaceted expertise as an international speaker, author, researcher, educator, and university lecturer, Dr. Gay empowers individuals and organizations to deepen belonging and empathy by cultivating shared language, raising awareness, and fostering inclusive personal behaviors and organizational practices and policies.   Drawing from his extensive international experience, Dr. Gay designs meaningful strategies that resonate across a broad range of industries and cultures. His approach, informed by research and practitioner experiences in over 50 countries, facilitates meaningful connections and promotes belonging on a global scale.   Fluent in five languages, Dr. Gay has supported a broad clientele spanning the globe, including over 800 organizations in education, financial services, beauty and fashion, non-profits, and the arts. His clients range from Sesame Street to Oberlin Conservatory, Phantom of the Opera to Tom Ford, The International School of Panama to GCM Grosvenor, and The Business of Fashion to Barilla. He has also served as adjunct faculty/lecturer at Parsons Paris, University of Pennsylvania, Columbia Business School, International Fashion Academy, and Teachers College at Columbia University.   Dr. Gay's work has been featured in Forbes, The New York Times, The Washington Post, Huffington Post, NPR, TEDx, and The Business of Fashion, and other national and international publications. A global citizen, Dr. Gay delivers content in English, French, Spanish, Italian, and Portuguese.       Show Highlights   Teach your students to have choice-filled lives and be good people. Complexities in implementing diversity initiatives within schools. Reframe diversity to encompass a broader definition. The problem of diversity being seen as a proxy for historically marginalized groups. Schools need to address how events like George Floyd's death changed the conversation about diversity globally. Outlined steps for leaders to create spaces of belonging. Emphasizes the importance of taking action to make the world better. A framework that aligns with every school and every mission. Discusses the challenges of politicization of diversity work.   “You are seen, you are heard, you matter. All the research is clear around this belief that one has about oneself, about their inherent value and how that can help in times of adversity, resilience. Life is going to throw challenges at you. If you have this fundamental sense of your worth, then there's a higher possibility that you're going to get through it. And it's our, certainly our job as educators and curators of a learning environment that everyone that walks to that building feels that way.” -Dr Derrick Gay   Get the episode transcript here!     Episodes's Resources & Contact Info: Linkedin Website: Dr. Derrick Gay Dr. Derrick Gay Read my latest book! Learn why the ABCs of powerful professional development™ work – Grow your skills by integrating more Authenticity, Belonging, and Challenge into your life and leadership.   Read Mastermind: Unlocking Talent Within Every School Leader today! Apply to the Mastermind The mastermind is changing the landscape of professional development for school leaders.    100% of our members agree that the mastermind is the #1 way they grow their leadership skills.   Apply to the mastermind today!   How We Serve Leaders   The School Leadership Scorecard™ Identify your highest leverage areas for growth this year in 10 -minutes or less.    https://betterleadersbetterschools.com/scorecard   Month-to-Month Principal Checklist As a principal with so much to do, you might be thinking, where do I even start?   When you download The Principal Checklist you'll get 12-months of general tasks that every campus need to do Space to write your campus specific items. Space to reflect and not what worked as well as a space of what didn't work Go to https://betterleadersbetterschools.com/principal-checklist to download now.   Ruckus Maker Mindset Tool™ The “secret” to peak performance is ot complicated.  It's a plan on how to optimize the five fundamentals found in The Ruckus Maker Mindset Tool™. https://betterleadersbetterschools.com/mindset   The Positive Spotlight Tool™ Energy flows to where attention goes! If you want to get more of what you want, when you want it as a school leader I have a tool for you…   Download The Positive Spotlight Tool™ for free here: https://betterleadersbetterschools.com/positive   The Ruckus Maker 8-Step Goal Setting Tool™ Are you ready to accomplish more? With less effort and in less time? When you download The Ruckus Maker 8-Step Goal Setting Tool™  I'll send you the tool and a short 8-minute coaching video that shows you how to work smarter, not harder…and create more value for your school campus.   Download The Ruckus Maker 8-Step Goal Setting Tool™  for free at https://betterleadersbetterschools.com/goals   Quest Food Management Services   Quest Food Management Services provides high-quality, scratch-made food in K-12 schools and universities across the country, prioritizing the health and wellness of students and elevating the cafeteria dining experience.  Quest offers a full-service approach to their school partners, bringing 40 years of expertise through every stage of program development and nurturing a true sense of community through interactive events such as student food committees. For more information about Quest Food Management Services, www.questfms.com     IXL IXL is the most widely used online learning and teaching platform for K to 12. Over 1 million teachers use IXL in their classrooms every day for one reason: They love it. Visit IXL.com to lead your school towards data-driven excellence today.   Copyright © 2024 Twelve Practices LLC        

In this episode, we're joined by Peggy Stern for a conversation about a whole-child approach where each child no matter how he or she learns, is respected and heard, and the emotional and academic tools we can provide to develop strategies for success! Peggy Stern is an Academy Award-winning film Producer/Director with more than 30 years of experience. Her dyslexia led her to filmmaking and animation at a young age, and in March 2006 Stern won the Oscar for Best Animated Short. Stern has produced for PBS, HBO, Teachers College at Columbia University, The National PTA, and the National YWCA among others. She received her BA from Harvard University and her senior thesis film STEPHANIE, was turned into a PBS documentary special and broadcast nationally. SuperDville is a family affair, as her dyslexic daughter Emma has been a key advisor! Since the launch of SuperDville, Peggy has spoken at many webinars and on many podcasts, including the Dyslexia Narrative Conference, the Dyslexia Training Institute Virtual Conference, Learning Ally's Spotlight on Early Literacy Virtual Conference, Embracing the Whole Child with Punkinfutz, The Virtual Summer Dyslexia Institute Conference, The Pakistan Grower's Circle Webinar, Denver Courage to Risk Conference, Stand Up LD Panel Discussion, and the UK Rebel Voices Virtual International Dyslexia Conference. Connect with our guest, Peggy Stern! Visit her website, Super Dville, or email her at peggy@superdville.com. Resources mentioned in this episode: The Moon and the Son: An Imagined Conversation The Teacher's Toolbox for Every Child We officially have merch! Show your love for the Together in Literacy podcast! If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. We're looking for topic and guest suggestions for season 4 of the Together in Literacy Podcast! Let us know what you want to hear this season! Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!

Do you see yourself the same way others see you? What's the difference between self-perception and self-awareness? And why do Mike and Angela both hate fishing? SOURCES:Luis von Ahn, co-founder and C.E.O. of Duolingo; former chair of the board at Character Lab.Paul DePodesta, chief strategy officer of the Cleveland Browns; former baseball executive.Daniel Kahneman, professor emeritus of psychology and public affairs at Princeton University.Michel de Montaigne, 16th-century French philosopher.Barbara Tversky, professor emerita of psychology at Stanford University and professor of psychology and education at Teachers College, Columbia University. RESOURCES:"What Makes a 360-Degree Review Successful?" by Jack Zenger and Joseph Folkman (Harvard Business Review, 2020)."Self-Other Agreement in Personality Reports: A Meta-Analytic Comparison of Self- and Informant-Report Means," by Hyunji Kim, Stefano I. Di Domenico, and Brian S. Connelly (Psychological Science, 2019)."Don't Let a Lack of Self-Awareness Hold You Back," by Tim Herrera (The New York Times, 2018)."Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents," by Angela Duckworth and Martin E.P. Seligman (Psychological Science, 2005). EXTRAS:"Personality: The Big Five," series by No Stupid Questions (2024).Big Five Personality Inventory, by No Stupid Questions (2024)."Remembering Daniel Kahneman," by People I (Mostly) Admire (2024)."How Much Personal Space Do You Need?" by No Stupid Questions (2023).Moneyball, film (2011).Moneyball: The Art of Winning an Unfair Game, by Michael Lewis (2003).