Better Teaching: Only Stuff That Works

Summary
Gene Tavernetti examines the familiar explanation that school improvement is difficult because “it’s just the culture.” Drawing on work with schools across the United States and Canada, he argues that culture is not fixed atmosphere—it is the residue of daily decisions, habits, and follow-through.
The practical path to change is to change what people do. Gene lays out a focused approach: choose one or two specific instructional practices, support them through consistent coaching, use common look-fors in leadership walkthroughs, and protect the commitments through follow-through. The goal is a shift from isolated classrooms to a shared identity around how “we teach here.”
Chapters
0:00 — Welcome to Better Teaching
0:37 — Why “it’s just the culture” becomes an excuse
2:13 — Culture is built from daily decisions
3:08 — Change behavior before trying to change beliefs
4:12 — Make coaching and walkthroughs consistent
5:26 — From “I teach here” to “we teach here”
6:42 — Protect the culture you want through follow-through
Show Notes
Guest/host: Gene Tavernetti
Gene’s professional site: tesscg.com
Gene’s books include Teach Fast: Focus, Adaptable, Structured Teaching and Maximizing the Impact of Coaching Cycles.
Better Teaching is part of the BE Podcast Network: bepodcastnetwork.com
Production card: Basecamp

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

What do new teachers most need to know? Gene Tavernetti argues that one of the most important answers is explicit instruction—not as a topic to study in a professional-development session, but as a practice to design, deliver, and improve until it becomes fluent. Drawing on work with teacher-induction programs and new hires from many different credentialing programs, Gene explains why fluency in explicit instruction reduces decision-making load and strengthens classroom practice.

The conversation also explores why explicit instruction provides a baseline for accommodations and modifications, reduces unnecessary variation before interventions are introduced, helps educators evaluate curriculum and AI-generated lessons, and gives professional learning communities a common language for collaboration.

Chapters

• 0:00 — Welcome to Better Teaching
• 0:41 — What new teachers need beyond credentialing
• 2:20 — Moving from knowledge to fluency in explicit instruction
• 4:45 — Why fluency reduces classroom decision overload
• 6:25 — Using strong lesson design as a baseline for adaptations
• 7:35 — Eliminating variables before launching interventions
• 9:05 — Evaluating curriculum and AI-generated lessons
• 10:35 — Building a common language for collaboration
• 12:25 — What explicit instruction does—and does not—mean
• 13:25 — Recap and closing

Show Notes

• Guest/host: Gene Tavernetti
• Gene’s professional site: https://tesscg.com/
• Gene’s books include *Teach Fast: Focus, Adaptable, Structured Teaching* and *Maximizing the Impact of Coaching Cycles*.
• Better Teaching is part of the BE Podcast Network: https://bepodcastnetwork.com/
• Basecamp production card: https://3.basecamp.com/3104101/buckets/37549891/card_tables/cards/10347189507

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

Instructional coaches are often treated as a school’s all-purpose backup: covering classes, managing testing logistics, joining extra committees, and handling whatever emergency appears next. In this episode of Better Teaching, Gene Tavernetti explains how those individually reasonable requests quietly dismantle a coaching program.

Gene makes the case for protecting coaching time as carefully as instructional time. He recommends a clear job description, a schedule that protects observation and debriefing, explicit monthly expectations, and a target of spending 70–80 percent of the coach’s time in classrooms. The long-term choice is clear: covering a class solves today’s problem, while coaching improves instruction this year and the years that follow.

Chapters

• 0:00 — Welcome to Better Teaching
• 0:46 — The all-purpose support trap
• 1:23 — How understaffing consumes the coaching calendar
• 3:12 — The message teachers receive when coaches are pulled
• 4:08 — Define and protect the coaching role
• 4:49 — Keep 70–80% of the coach’s time in classrooms
• 5:16 — Dr. Randy Olson and the “nothing is an emergency” rule
• 5:44 — Short-term convenience versus long-term improvement
• 6:42 — Closing thoughts and resources

Show Notes

• **Host:** Gene Tavernetti
• **Core takeaway:** Protect the coaching calendar like instructional time. Define what coaches do—and what they do not do—and hold leadership accountable for preserving that work.
• **Recommended starting point:** Write a clear coaching job description, set a weekly schedule for observations and debriefs, and review the coach’s time allocation monthly.
• **Gene’s books:** *Teach Fast, Focus Adaptable Structure Teaching* and *Maximizing the Impact of Coaching Cycles*
• **Website:** TESS Consulting Group
• **BlueSky:** @gtavarnetti
• **X/Twitter:** @gtavarnetti
• **BE Podcast Network:** bepodcastnetwork.com

About Better Teaching

Better Teaching is hosted by Gene Tavernetti and focuses on practical ideas for teachers, instructional coaches, administrators, and everyone who supports better work in classrooms—no clichés, no buzzwords, only stuff that works.

Added/created/modified by Codex on 2026.09.22 13:22 PT on ombee

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

In this episode of Better Teaching, Gene Tavernetti challenges the belief that effective coaching must be spontaneous and unscripted. He explains why a well-designed coaching script does not make a feedback conversation rigid or inauthentic—it gives the coach a reliable structure for specific, courageous, and useful feedback.

Gene connects coaching scripts to classroom-management routines, surgical checklists, crisis-response training, and his own experiences as a counselor, principal, and coach. The practical takeaway is simple: prepare the sequence, transitions, and language of a feedback conversation so you can be fully present when the conversation begins.

Chapters

• 0:00 — Welcome to Better Teaching
• 0:45 — The coaching trap: unplanned and unscripted feedback
• 2:57 — Why educators distrust scripts
• 3:57 — Scripts, checklists, and professional responsiveness
• 4:49 — How preparation helps coaches face fear
• 6:25 — Using scripts in high-stakes conversations
• 8:01 — What happens when a coach goes off script
• 8:47 — A practical standard for scripting feedback conversations
• 9:37 — Resources and closing

Show Notes

• **Host:** Gene Tavernetti
• **Featured idea:** Script coaching conversations with the same intentionality teachers bring to well-planned lessons.
• **Gene’s books:** *Teach Fast, Focus Adaptable Structure Teaching* and *Maximizing the Impact of Coaching Cycles*
• **Website:** TESS Consulting Group
• **BlueSky:** @gtavarnetti
• **X/Twitter:** @gtavarnetti
• **BE Podcast Network:** bepodcastnetwork.com

About Better Teaching

Better Teaching is hosted by Gene Tavernetti and focuses on practical ideas for teachers, instructional coaches, administrators, and everyone who supports better work in classrooms—no clichés, no buzzwords, only stuff that works.

Added/created/modified by Codex on 2026.09.14 17:27 PT on ombee

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

What does effective literacy intervention look like for students in middle and high school? Faith Howard returns to Better Teaching: Only Stuff That Works to explain how she built Literacy Lab, a 6–12 intervention model that combines the science of reading with age-appropriate, grade-level texts.

Faith shares how a glorified study hall became a focused literacy intervention, why secondary educators need practical support in teaching foundational reading skills, and how schools can build sustainable literacy capacity instead of depending on one-time professional development. She also explains why teachers—not computer programs—teach kids, and how decoding, morphology, vocabulary, and rich novels can work together for adolescent readers.

Faith Howard is an adolescent-literacy leader and educational consultant with 17 years of experience in education. She has taught middle and high school English language arts, coached ELA and social studies teachers, served as a director of curriculum and instruction, and worked as a literacy specialist.

Chapters

• 00:00 — Meet Faith Howard and the case for adolescent literacy
• 01:48 — Why the original intervention model was not working
• 03:50 — Faith’s self-study in the science of reading
• 05:02 — Building Literacy Lab with foundational skills and grade-level texts
• 05:58 — Why teachers teach kids, not programs
• 08:11 — Making structured literacy meaningful for teenagers
• 10:39 — What “teen-friendly” literacy intervention really means
• 12:40 — Decoding, morphology, vocabulary, and complex texts
• 14:04 — What secondary teachers need from literacy support
• 17:27 — Demystifying the science of reading through modeling
• 21:11 — A sustainable sequence for schoolwide literacy improvement
• 24:16 — From professional development to practice and follow-through
• 44:49 — Building local capacity and letting the work speak for itself
• 46:36 — Gene’s closing message

Show Notes

Faith’s work focuses on students who have been overlooked or left behind by unsuccessful literacy interventions. Literacy Lab brings explicit foundational-skills instruction into a teen-friendly setting, pairing work with multisyllabic words, morphology, decoding, and vocabulary with thought-provoking, grade-level books.

In this conversation, Faith and Gene discuss:

• How students can be misidentified for intervention when schools do not examine the root causes of academic difficulty
• Why secondary teachers are often expected to address reading gaps without having been trained to teach reading
• The limits of relying on computer-based programs without an in-person connection
• How to adapt foundational reading routines for older students without giving them childish content
• Why adolescents need both explicit instruction and meaningful, challenging texts
• How Faith supports districts through modeling, planning, coaching, and follow-through
• Why lasting change requires school leaders and teachers to build capacity together

Learn more about Faith Howard and Literacy Lab:

• Website: literacylabwithfaith.com
• Facebook: Literacy Lab with Faith
• Substack: litlabwithfaith.substack.com
• YouTube: Science of Reading Classroom
• Email: [email protected]

Faith also highlights the Wyoming Science of Teaching and Learning Collaborative Conference, taking place October 10 in Cody, Wyoming.

Better Teaching is hosted by Gene Tavernetti. Find more practical conversations about teaching and learning at tesscg.com.

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

What should every new teacher know before they are asked to improvise, differentiate, or innovate? Gene Tavernetti argues that one of the most important foundations is fluency in explicit instruction—not just hearing about it in professional development, but learning to design it, deliver it, practice it, and receive feedback until the work becomes automatic.

Gene explains why that fluency matters in real classrooms: it reduces the number of decisions teachers have to make, gives them a reliable baseline for accommodations and modifications, helps schools eliminate instructional variables before moving students into intervention, sharpens their ability to evaluate purchased or AI-generated materials, and creates a common language for collaboration. The goal is not to make every lesson look the same; it is to give teachers a strong instructional foundation from which they can adapt intelligently.

Chapters

• 0:00 — Better Teaching introduction
• 0:41 — What new teachers need to know
• 1:52 — Why training and coaching matter
• 3:10 — Reason 1: Build fluency and automaticity
• 5:19 — Reason 2: Create a baseline for accommodations
• 6:22 — Reason 3: Eliminate instructional variables
• 8:02 — Reason 4: Evaluate curriculum and AI-generated lessons
• 10:08 — Reason 5: Build a common professional language
• 12:31 — Explicit instruction is a foundation, not a restriction
• 14:55 — Better Teaching outro

Show Notes

• Gene Tavernetti helps educators strengthen explicit instruction, lesson design, and instructional coaching.
• Gene’s website: tesscg.com
• Gene’s books include Teach Fast, Focus, Adaptable Structured Teaching and Maximizing the Impact of Coaching Cycles.
• Follow Gene on Bluesky and X: @gtavernetti

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

Glenn Whitman is a distinguished educator who has worked with schools around the world to support schools and teachers bringing evidence practices to their classrooms.

In this episode Glenn talks about his own school’s journey to becoming an evidence-based teaching institution, his continued role in that journey, and how his school supports schools around the world who also want to become evidence-based through The Center for Transformative Teaching.

Episode Links

• Website: Home - The Center for Transformative Teaching and Learning
• Glenn's Email: [email protected]

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Summary

Kate Meyers and Nicole Davis, AKA Two Maine Teachers and authors the EduProtocol Field Guide: AI Literacy Edition, discuss AI, AI in schools, AI for teachers, and AI for literacy for students.

Show Notes

• LinkedIn: two-maine-teachers
• Facebook: Facebook
• Website: twomaineteachers.com
• Book: The EduProtocol Field Guide AI Literacy Edition

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

In this episode, I talk about how to get a faster and more effective start to coaching this year. 

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. 

Everyone says one of the most effective ways to teach new content is by using explicit instruction. But fewer teachers than you might think can deliver an effective explicit instruction lesson. Dr. Tavernetti wrote Teach FAST to help remedy that situation and help guide teachers to more effective explicit instruction lesson.

In this episode Gene lists and explains the differences between this book and other books on explicit instruction.

Andrew Bixler, a friend and colleague of Gene Tavernetti, turns the tables and interviews Gene about his book Teach FAST: Focused Adaptable Structured Teaching.

Get Teach FAST here.

This podcast sponsored by:

The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.