🗒️ Episodic Synopsis

In this episode of Classroom Narratives: Healing in Education, Dr. Joey Weisler speaks with Principal Robert Hinchcliffe—award-winning school leader, author of More Than Just Principals, and nationally recognized advocate for human-centered school leadership.

Drawing on more than two decades as an elementary school administrator, Hinchcliffe shares what it truly means to lead a school in today’s climate. He reflects on servant leadership, the emotional complexity of guiding teachers and students, and why visibility, relationships, and trust must come before compliance. He challenges rigid curriculum systems, emphasizing the importance of differentiation, teacher autonomy, and honoring the individuality of every student.

Together, they explore the tension between leadership and humanity—how principals balance accountability with compassion, how new teachers can be supported rather than judged, and why schools must stop “eating their own” through negativity and isolation. At its core, this conversation reframes leadership not as authority, but as presence—showing up for students, teachers, and communities every day.

As Hinchcliffe reminds us, leadership isn’t clean or predictable—it’s messy, relational, and deeply human.

🔗 Show Links and Resources

📌 Follow Principal Hinchliffe's Linktree for his books, social media, and ways to stay connected!

📌 Brad Johnson's Memoir "Room 212"

📌Learn more about the Ron Clark Academy (RCA)

Episodic Synopsis

In Part II of this conversation with Jeremy Brooks, Classroom Narratives shifts from leadership identity to leadership responsibility — exploring school safety, crisis response, and the systems that support students, educators, and families during difficult moments.

Jeremy reflects on guiding school communities through loss, the importance of transparent communication during crises, and the responsibility educators carry in balancing emotional care with professional boundaries. Together, he and Dr. Joey Weisler discuss proactive safety planning, SEL practices across disciplines, and the role of and PBIS frameworks in creating supportive school climates.

At the center of this conversation is a powerful leadership principle: meaningful change in schools happens through servant leadership, shared responsibility, and what Jeremy calls “radical interdependence.” While schools cannot prevent every crisis, they can build systems of care that help communities respond with compassion and connection.

Jeremy Brooks' extended bio

Jeremy Brooks is the CEO of Brooks Broadcasting LLC and the host of The Education Talk Show with Jeremy Brooks, an international education media platform that has reached more than 1.5 million viewers from around the world and over 295,000 subscribers.

Under his leadership, The Education Talk Show with Jeremy Brooks has earned five Communicator Awards from the Academy of Interactive & Visual Arts as well as the YouTube Silver Creator Award, establishing it as a leader in digital education media. Brooks Broadcasting LLC also produces The Weekly Recess, an award-winning live, panel-style show that expands conversations around education, leadership, and culture.

Jeremy is also a published author and contributor, having written “7 Effective Steps to Improve Your School’s Attendance” for Leadership magazine. He is featured in the book More Than Just Principals by Robert Hinchliffe, which highlights educators who go above and beyond in service to students and school communities.

In addition to his media work, Jeremy is a former school administrator who has served in key professional leadership roles, including past president of a county charter of the Association of California School Administrators (ACSA) and former Chair of Legislative Policy, representing five counties on ACSA’s State Public Policy Committee. Through this work, he has contributed to statewide and national education policy conversations in Washington, D.C.

Alongside his leadership and media roles, Jeremy still finds time to play an active role as a classroom educator, teaching courses like Psychology and college-level Advanced Placement American Government and Politics for high school students. He is a recipient of the Crystal Apple Award, recognizing his work for going above and beyond for students.

🔗 Show Links

More Than Just Principals (Robert Hinchliffe)

Seven Effective Steps to Improve Your School’s Attendance (ACSA Leadership Article)

Jeremy Brooks — The Ed Talk Website

The ED Talk Show — YouTube Channel

The Anxious Generation (book by Jonathan Haidt)

Episode Synopsis

In Part I of this two-part conversation, Dr. Joey Weisler sits down with educator, former principal, doctoral researcher, and media host Jeremy Brooks to explore what leadership truly looks like during difficult moments in education.

Drawing from his journey from classroom teacher to administrator to founder of Brooks Broadcasting, Jeremy reflects on how leadership is not defined by titles, but by presence, integrity, and service to students and educators. Together, Joey and Jeremy discuss teacher burnout, compassion fatigue, the importance of visible leadership in school communities, and how trauma-informed practices can shape healthier school cultures.

This episode centers on a powerful idea: strong leadership keeps educators in the profession — especially when systems feel overwhelming and teachers are asked to support students while carrying their own emotional weight.

Part II will continue the conversation by examining school safety, accountability, and the shared responsibility of building supportive educational systems.

Jeremy Brooks' extended bio

Jeremy Brooks is the CEO of Brooks Broadcasting LLC and the host of The Education Talk Show with Jeremy Brooks, an international education media platform that has reached more than 1.5 million viewers from around the world and over 295,000 subscribers.

Under his leadership, The Education Talk Show with Jeremy Brooks has earned five Communicator Awards from the Academy of Interactive & Visual Arts as well as the YouTube Silver Creator Award, establishing it as a leader in digital education media. Brooks Broadcasting LLC also produces The Weekly Recess, an award-winning live, panel-style show that expands conversations around education, leadership, and culture.

Jeremy is also a published author and contributor, having written “7 Effective Steps to Improve Your School’s Attendance” for Leadership magazine. He is featured in the book More Than Just Principals by Robert Hinchliffe, which highlights educators who go above and beyond in service to students and school communities.

In addition to his media work, Jeremy is a former school administrator who has served in key professional leadership roles, including past president of a county charter of the Association of California School Administrators (ACSA) and former Chair of Legislative Policy, representing five counties on ACSA’s State Public Policy Committee. Through this work, he has contributed to statewide and national education policy conversations in Washington, D.C.

Alongside his leadership and media roles, Jeremy still finds time to play an active role as a classroom educator, teaching courses like Psychology and college-level Advanced Placement American Government and Politics for high school students. He is a recipient of the Crystal Apple Award, recognizing his work for going above and beyond for students.

🔗 Show Links

More Than Just Principals (Robert Hinchliffe)

Seven Effective Steps to Improve Your School’s Attendance (ACSA Leadership Article)

Jeremy Brooks — The Ed Talk Website

The ED Talk Show — YouTube Channel

Principal Earnshaw segment

📌 Episode Synopsis

In this episode of Classroom Narratives: Healing in Education, Dr. Joey Weisler sits down with storyteller and teaching artist Rachael Harrington to explore how storytelling can rebuild connection, imagination, and community in the aftermath of isolation and disruption.

Drawing from her background as a middle school art teacher and illustrator, Rachael shares how the “invitation to play” became central to her teaching philosophy and later evolved into her storytelling work with schools, libraries, and families. She reflects on creating Morning Circle during the COVID shutdown, using stories and art-making to provide routine, creativity, and emotional respite for children and educators navigating uncertainty.

Together, Joey and Rachael discuss storytelling as a deeply human act—one that strengthens listening skills, builds shared language and memory, and fosters empathy across communities. Through folktales, imagination, and interactive performance, storytelling becomes more than entertainment—it becomes a pathway toward reconnection.

As Rachael reminds us, rebuilding community often begins with something simple: sharing our stories with one another

🔗 Link here to Rachael's website

🔗 Rachael's podcast: The Fairytale Art Cart

📝 Episodic Synopsis

What does it really mean to rise when the special education system feels overwhelming, opaque, and emotionally exhausting?

In this episode of Classroom Narratives: Healing and Education, Dr. Joey Weisler is joined by Mark Ingrassia, longtime special education advocate, former teacher, parent-coach, and founder of Special Ed Rising: No Parent Left Behind. Together, they explore what families are facing behind the scenes—burnout, fear, withheld information, and the constant pressure to advocate without clear guidance.

Mark shares both professional insight and lived experience, offering a compassionate look at why parents need trusted allies, why educators need better support and training, and how true collaboration between schools and families can change outcomes for students. This conversation moves beyond policy and paperwork to center humanity, presence, and the quiet, daily work of rising—together.

This episode is for parents, teachers, school leaders, and caregivers who believe that advocacy is not about conflict, but about connection.

📌 Show Notes / Key Takeaways

• Parents carry more than paperwork Families navigating special education are managing daily emotional labor, fear for the future, burnout, and uncertainty—often unseen by schools.
• The school–home connection is everything Progress happens when parents are treated as partners and experts on their own children, not as adversaries.
• The IEP is a living, legal roadmap Mark emphasizes the importance of early, consistent advocacy—starting as early as age 14—to ensure families are prepared for post–high school transitions.
• Advocacy doesn’t have to mean confrontation Advocates can be parents, retired educators, professionals, or community members who help families understand their rights and the process.
• Information gaps harm trust When schools withhold or fail to fully communicate information, families are left reacting instead of participating proactively.
• Mainstreaming without training hurts everyone New and general education teachers are often placed in high-need classrooms without adequate preparation, leading to burnout and inequitable outcomes.
• Teacher retention is tied to feeling valued Recognition, mentorship, collaboration, and simple affirmation (“you did a good job”) matter deeply—and are often missing.
• Rising is not performative Rising means getting out of bed, meeting the moment imperfectly, pausing before reacting, and choosing compassion over fear.
• Knowledge empowers families Each piece of understanding helps parents rise—reducing isolation and restoring agency.
• Community is the antidote to exhaustion No parent, teacher, or student is meant to navigate this system alone.

🔗 Links to Include in Show Notes

• 🌐 Special Ed Rising – Home Page https://specialedrising.com/home-page/
• 🎧 Special Ed Rising Podcast https://special-ed-rising.captivate.fm/

🧭 Episodic Synopsis

In Part II of this conversation, Dr. Joey Weisler sits down again with educator-scholar Dr. Adam Wolfsdorf to examine what happens after disruption—when trauma, authority, and behavior collide in the classroom. Moving beyond theory, this episode focuses on the ethical decisions educators must make in real time: when to intervene, when to pause, and when restraint is the most powerful pedagogical move.

Drawing from personal experience—including a formative moment as a Harvard undergraduate, classroom eruptions involving student crisis, and decades of teaching across secondary and higher education—Wolfsdorf interrogates how educators’ unresolved wounds can shape classroom dynamics, sometimes creating the very behaviors they seek to control. Together, Weisler and Wolfsdorf explore reflective functioning, countertransference, and the danger of reactive discipline in trauma-laden spaces.

This episode reframes classroom management as a relational practice rather than a punitive one, arguing that trust, emotional regulation, and curricular flexibility are not signs of weakness—but prerequisites for meaningful learning. For educators navigating burnout, behavioral challenges, and ethical uncertainty, Teaching in the Riptide, Part II offers a grounded, humane approach to holding both students and ourselves to higher standards.

📝 Show Notes: Key Ideas & Takeaways

• When Teachers Create “Bad Students” Wolfsdorf revisits a pivotal experience as an 18-year-old Harvard student, illustrating how rigid authority and intellectual gatekeeping can wound learners and distort identity—often unintentionally.
• Trauma Does Not Stay Outside the Classroom Both educators and students bring lived experiences into learning spaces; unexamined trauma in teachers can quietly shape grading, discipline, and expectations.
• Countertransference in Education Borrowed from psychology, this concept helps explain why certain students trigger disproportionate reactions—and why self-awareness is essential for ethical teaching.
• Punishment vs. Empathy Not all misbehavior requires escalation. In moments of student crisis, empathy and delayed response often produce better long-term outcomes than immediate discipline.
• Reflective Functioning Under Pressure Wolfsdorf emphasizes the educator’s ability to regulate emotion before responding, especially after explosive incidents, as a defining professional skill.
• The Aftermath Matters More Than the Outburst How teachers handle follow-up conversations—tone, timing, and intent—shapes whether a rupture becomes a turning point or a lasting fracture.
• Reading the Room as Pedagogy Teaching requires the same situational awareness as performance—knowing when to pivot, slow down, or lean into what students are already carrying.
• Good Teaching Is Developmentally Flexible While structure varies across K–12 and higher education, the core principles of trust and intellectual respect remain constant.
• Holding Ourselves to High Standards Wolfsdorf closes by urging educators to be relentless with their own growth, arguing that teacher self-reflection is the most underused assessment tool in education.

🔗 Learn More About Dr. Adam Wolfsdorf

🔗 Get the Book: Teaching in the Riptide

🧭 Episodic Synopsis

In this return conversation (since spring 2025), Dr. Joey Weisler welcomes back Dr. Adam Wolfsdorf—English educator, scholar, and author of Teaching in the Riptide—for a deep exploration of the moments in education that pull teachers off balance and force reckoning, reflection, and growth. Drawing on vivid classroom narratives, Dr. Wolfsdorf introduces the metaphor of the “riptide”: those unpredictable, disorienting moments that no amount of lesson planning or graduate training can fully prepare educators for.

Together, Weisler and Wolfsdorf examine obstructive and constructive subversions, unpacking how power shifts in classrooms when students challenge authority, disrupt norms, or exceed expectations in profound and unexpected ways. From a graduate seminar overtaken by cupcakes and balloons to a ninth grader’s devastatingly honest poem about loss, this episode interrogates what happens when teaching collides with humanity.

At its core, this conversation asks educators to rethink control, creativity, and compliance—arguing that meaningful learning often emerges not from obedience, but from ethical risk-taking, reflective restraint, and a willingness to sit with uncertainty. For anyone teaching in today’s trauma-aware landscape, Teaching in the Riptide offers both a warning and an invitation: the work will unsettle you—and that may be precisely the point.

📝 Show Notes: Key Ideas & Takeaways

• The Riptide as Pedagogical Reality Wolfsdorf defines “riptide moments” as those classroom experiences that disorient educators—moments where control dissolves and certainty disappears, yet reflection can transform futility into growth.
• The Illusion of Preparation Graduate seminars and teacher training often simulate idealized classrooms, failing to reflect the emotional, psychological, and social complexities students bring into real learning spaces.
• Obstructive Subversion When students challenge authority in ways that derail learning—such as boundary-crossing behavior—the educator is forced to navigate power, professionalism, and self-preservation in high-stakes moments.
• Constructive Subversion Not all disruption is harmful. Some of the most transformative learning emerges when students exceed expectations, reshape assignments, and radically reframe what is possible in the classroom.
• Power, Authority, and Fear The episode explores how evaluation culture, student ratings, and institutional pressure can make educators fearful of confrontation—sometimes leading to silence as a survival strategy.
• Creativity as Ethical Practice From poetry to video games to performance, creative freedom becomes a pathway for students to engage deeply without forcing therapeutic disclosure or retraumatization.
• Resisting Compliance Culture True learning, Wolfsdorf argues, is inherently radical. Obedience may feel safe, but subversion—when guided ethically—creates thinkers, not replicators.
• Educator Subversion The episode closes by challenging teachers to examine their own subversive identities, suggesting that comfort with personal nonconformity allows educators to better support student resistance and creativity.

🔗 Learn More About Dr. Adam Wolfsdorf

🔗 Get the Book: Teaching in the Riptide

📘 Episodic Synopsis

In Part II of this two-part conversation, Dr. Joey Weisler and Christopher S. Mukiibi turn toward the heart of the work: connection, burnout, courage, and the deep human need to feel seen. Chris shares what his burnout research revealed — that connection, not rest alone, is what keeps teachers alive in the work — and how isolation inside classrooms can quietly erode purpose.

The conversation explores imposter syndrome, the nervous system in schools, public skepticism toward education, and why many educators still do the work despite misunderstanding or dismissal. Joey and Chris also reflect on the lifelong impact of mentors who make students feel seen, and how modeling courage and curiosity gives students permission to grow.

This episode is for educators who are tired, hopeful, introverted, overwhelmed, committed — and still here.

📝 Show Notes – Key Ideas & Highlights

• Connection as the strongest protective factor against burnout
• Why rest alone doesn’t cure burnout — belonging does
• The isolating structure of K–12 classrooms and its emotional cost
• Imposter syndrome and why courage and faith are foundational virtues
• How mentors who see us change the trajectory of our lives
• Building campus relationships as a burnout antidote
• The nervous system in the classroom: regulation, safety, and presence
• How educators absorb student pain — and why it feels so heavy
• Public skepticism about education and how teachers persist anyway
• Reframing expertise: anyone can build competence and agency
• Education as a tool to alleviate unnecessary suffering
• “Feeling seen” vs. “being assessed” — and why the difference matters

🔗 Links and Contact

Christopher's Linkedin Username: Christopher Mukiibi

Instagram: @mrmukiibi

Email: [email protected]

Website: https://stan.store/mrmukiibi

📘 Episodic Synopsis

In this powerful conversation, Dr. Joey Weisler sits down with educator, mentor, and creator Christopher S. Mukiibi to explore what real learning actually is—and why education must help students suffer less, not just perform better. Drawing from his own first year of teaching after the pandemic, his “Learning Compass” framework, and his experiences supporting students living through trauma, Chris speaks candidly about apathy, burnout, literacy, discipline, identity, and the deep human need for connection in schools.

Together, Joey and Chris discuss how literacy gives language to pain, how students “act out” experiences they cannot yet express, and why connection—not perfection—protects both teachers and students. This episode is for anyone who believes education should change lives, not just test scores, and who is searching for meaning in the work again.

📝 Show Notes – Key Ideas & Highlights

• The meaning of “real learning”—understanding, behavior change, and moving closer to the life we actually want
• Education as a path to reducing unnecessary suffering
• Why connection protects against burnout more than rest alone
• The crisis of apathy and disengagement post-pandemic
• How students “act out” when they lack the vocabulary for their pain
• The role of literacy and writing in healing trauma and PTSD
• First-year teaching challenges: parenting, pandemic return, instability, and grief in students
• Why teachers matter even when lessons “don’t land”
• The unseen curriculum: students learn who we are, not only what we teach
• Reframing metrics of success: measuring growth instead of just participation
• The danger of treating reading as punishment or compliance
• The life-changing impact of safe adults who notice and intervene
• Chemistry, language, and story: “We are made of stories more than atoms.”

🔗 Links and Contact

Christopher's Linkedin Username: Christopher Mukiibi

Instagram: @mrmukiibi

Email: [email protected]

Website: https://stan.store/mrmukiibi

🧭 Episodic Synopsis

In this Weisler Alumni segment of Classroom Narratives: Healing in Education, Dr. Joey Weisler sits down with Tom —Army Reserve Staff Sergeant, communications specialist, husband, and returning college student—to explore what happens when education becomes a space for recovery rather than survival.

Reflecting on his experience growing up in an underfunded rural school system, Tom shares how rigid, checkbox-driven classrooms pushed him away from higher education—and how the military unexpectedly reintroduced him to learning as a form of leadership, reflection, and meaning-making. Through trauma-informed writing, open classroom design, and mentorship-centered dialogue, Tom describes how returning to college in his mid-twenties allowed him to reclaim his voice and reframe trauma with nuance and respect.

This episode is a powerful reminder that learning doesn’t follow a straight line—and that when classrooms invite humanity instead of rigidity, education can become a catalyst for healing, connection, and purpose.