Field Trip Podcast

While schools are wrestling with how to re-open in the fall, Robin Cogan says there’s one perspective that is especially critical to consider: that of the school nurse. Robin is a school nurse in Camden, NJ and the author of the blog The Relentless School Nurse. She joined us to talk about:

• Questions schools need to answer as they consider reopening
• Why school nurses are a vital part of any school’s community
• All of the things school nurses do that most people never see
• Plus, how administrators can tap into the expertise their nurses bring

You may also like:

• White Paper: “Mitigating COVID-19 Risk: How Schools Can Help Reopen the Economy Safely”
• On-Demand Webinar: Top 5 Legal Strategies to Manage Student Mental Health During COVID-19
• 3 Ways Districts Can Better Handle Student Health Records

When Stephen was in school, his hand was always raised. A mind brimming with ideas, a packed schedule because he wanted to be involved in everything, an appetite for challenge. Today, Stephen is in college, pursuing a career in aerospace engineering — and we’re speaking with him and the teacher of his elementary gifted program, about what such programs can offer students.

• Why such programs are so helpful for gifted students
• Where things get tough for gifted students — and where such programs fit in as schools work to serve students of all academic abilities
• A look at one district’s gifted program and the difference it continues to make in Stephen’s life, years after graduation

Right now, schools are closed across the country, as we all try to stay safe and healthy. But we all know that for educators and for parents, this doesn’t mean more downtime on the couch.

You’re still hard at work, because learning goes on, at home and online. This shift has been a huge effort for schools, administrators, teachers, and staff.

So today, something a little different. Normally, we bring you stories from schools around the country. Today we’re doing the same thing — sort of. Join us as we check in with the schooling that’s taking place in the living rooms and home offices of some of us at Frontline, and offer heartfelt appreciation for the work that educators are doing during this time.

“You could have a great conversation with somebody, you could talk about [teaching practice] and then, all of a sudden: ‘Okay, what was my rating?’ ‘Well, you got a ‘2’ in this area.’ And that would defeat the entire conversation.” - Jason Smith, Principal, Anna Reynolds Elementary School

At Newington Public Schools, teacher evaluations look different these days. Rather than a process that focuses primarily on the nuts and bolts of generating a score, the district changed how administrators and teachers approach the observation process. They trained administrators to ask questions that help teachers reflect and be self-directed in their learning. This has made a huge difference in how teachers engage in the evaluation process and hone their practice as a result.

For further reading:

• [INFOGRAPHIC] Key Building Blocks for a Culture of Trust in Teacher Evaluations
• [WHITE PAPER] Building a Culture of Trust in Teacher Evaluations
• [WHITE PAPER] Feedback That Matters: Using formative feedback and meaningful conversations to grow teaching practice and foster a collaborative educational environment

The Clarksville-Montgomery County School System used to outsource their substitute teacher program. But in 2014, they decided to bring it back in house — no small thing for an office of just four people, in a district with 36,000 students. But… it’s a success.

• A savings of over $300,000 in just the first year
• A higher fill rate (99% the first year!)
• Over 800 substitutes hired into permanent positions since the program began
• Reclaimed instructional time
• A culture that values and recognizes substitutes as an integral part of the team

Today, we’re speaking with Melissa Izatt, Director of Educator Quality, about the why and how behind bringing the substitute program back under their own roof.

More substitute management resources:

• [VIDEO] Low substitute fill rates? Your substitutes might not be accepting jobs.
• A Roadmap to Substitute Engagement
• The Substitute Teacher Shortage: What’s behind it? What can be done about it?
• [PODCAST] No Substitute for Customer Service

Racial equality is an important factor in ensuring every student has access to the general education curriculum. But equity in special education goes deeper yet.

What does equity in special education mean? What does it look like? Today we’re speaking with Dr. Dorothea Gordon, Executive Director of Special Education at Grand Prairie ISD in Texas. Dr. Gordon helps to set a baseline definition for equity in special education, shares some highlights of GPISD’s program that have proven effective, and looks at some of the pressing issues facing educators working in special education in today’s world.

• Professional learning that special educators need to be effective
• The challenges that racial minorities – often African American and Hispanic males – face in schools, especially in disciplinary situations
• The most important factors when considering how to provide equitable access to education for all students

In Louisiana, 1969: “separate but equal” is a thing of the past – in theory. In practice, schools are largely still divided along racial lines. Eileen Sanchez was a white teacher who taught in the “black school,” at least until the day students and staff were told the school was closing.

In her book Freedom Lessons, Eileen details that tumultuous year and what it was like for her, the students and the other teachers. We spoke with Eileen about her experience:

• What she learned about race and diversity
• The impact it has had on her career as a teacher and ultimately, as a district administrator
• Where we are today, and the challenges and opportunities that lie ahead of education in 2020 and beyond
• How teachers, administrators and department leaders like HR and C&I can work toward equity in their school systems

Note: This episode is a rebroadcast, and originally aired on July 20, 2018.

A few miles east of Cleveland, Cleveland Heights University Heights School District serves primarily white community of Cleveland Heights, as well as the much larger and more diverse city of University Heights. We spoke with Dr. Talisa Dixon, who at that time was the Superintendent, about her years leading the district and working for equity:

• The unique opportunities and challenges faced when two very different communities share one school district
• Working with the school board to enact policies that will outlast any one person
• Why equity matters
• Creating change through persuasion, not force

Field Trip is a podcast from Frontline Education.

DISCLAIMER: Frontline Education does not provide legal advice. Please consult your district’s legal counsel before taking action on anything discussed in this podcast.

Peanut butter and jelly: a staple for children everywhere, right?

Maybe when we were kids… but today, schools increasingly have to reckon with a rising number of students with allergies, many of whom now have 504 Plans that lay out in detail what accommodations must be made.

We’re speaking with attorney John B. Comegno II, president and founder of the Comegno Law Group, about:

• How Section 504 applies to students with allergies
• Does a medical diagnosis require a 504 Plan?
• What is – and what may not be – required of schools under Section 504
• Why it’s important to be careful with language when agreeing to 504 Plans
• How schools should work to ensure students with allergies have access to the same opportunities as other students

Get More Info:

See our in-depth video series with John Comegno: Understanding Section 504

Indian Hill Exempted Village School District is not large, but it has a great reputation and a culture of achievement.

Like any fruitful organization, the central pillar of that success is the people at Indian Hills. Today, Superintendent Kirk Koennecke and Assistant Superintendent Mark Ault discuss how their hiring, onboarding, and ongoing professional development all contribute to teacher quality and student achievement.

• What the hiring process looks like from a candidate’s perspective – even when that candidate is applying for the position of superintendent
• How culture plays a vital role from an employee’s earliest days at the district
• The role of community, students, and parents in creating that culture
• What individualized professional development looks like