FocusED: An educational leadership podcast that uncovers what is working in our schools.

Jason Kennedy Brings a Tons of Experience to FocusED Listeners

Jason Kennedy is a 24 year educator, author, school administrator, district curriculum and professional learning director, instructional coach, and presenter.

He has tons of experience at all levels of education, elementary through college.

He has been a part of Cognia review teams, statewide professional learning, and local curriculum design teams, making the intentional designing of instruction for learning his main goal.

FocusED Show Notes with Jason Kennedy

Jason tells us that the original book title was “let’s quit teaching,” which the publisher was a bit squeamish about and so they changed it to “let’s ‘stop’ teaching.” The point is that the focus should be on learning, not just teaching.

He explains that shifting from teaching to learning is a bigger mindset move than one may realize because many of us, as educators, have been trained to teach…include content delivery.

Jason says that we’re always chasing programs versus creating better designs. He explains the difference between planning and designing.

Kennedy reminds school leaders that Tier I should be based on standards and curriculum resources, not a program. Don’t miss what he says about combining the what, the who, and how to make the best designs possible.

School leaders will gravitate toward what he says about making a daily commitment as educators.

We were thrilled to discuss effect sizes and highly impactful teaching strategies, including success criteria.

Kids who don’t like their teachers, and, worse yet, kids who don’t feel like their teacher likes them, will struggle to learn. ~ Jason Kennedy

He covers the concept of a learning design framework, which is what teachers and students should be doing throughout the instructional period. All teachers should work within a framework to incorporate high impact strategies with flexibility to make decisions.

Don’t miss what he says about using AI to build lesson plans.

Jason talks about what gets him excited, including working with teachers and collaborative teams.

We loved the team names that his teachers use when the collaborate, ELA teachers calling themselves “get lit.”

He tells us to go to Corwin for other authors, and mentions John Hattie and VisibleLearning.

We loved what he said about “intentional design choices” and what happens when kids come to school and already know the material.

Jason ends with “learning is the job.” “The second that the adults stop learning, the kids stop as well.

Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com where we publish free leadership content. Go to the site, subscribe, and you’ll get all of our content sent directly to your email.

FocusED is your educational leadership podcast where our mission is to dissect a particular focus for teachers and school leaders so that you can learn to lead better and grow faster in your school or district. Let us know who you would like to hear from next.

Dr. Emily Alicia Affolter is the director of and faculty for Prescott College's Sustainability Education Ph.D. Program.

Prior to serving in this role, she worked as a Senior Research Scientist at the University of Washington’s Center for Evaluation & Research for STEM Equity (CERSE).

Emily earned her Ph.D. in Curriculum and Instruction with a focus on Multicultural Education from the University of Washington working alongside Dr. Geneva Gay, founder of culturally responsive teaching.

Emily's current scholarship, dissemination, and facilitation revolve around culturally responsive pedagogy for teachers and leaders in K-12 settings and STEM higher education, and harnessing equity literacy in teaching methods, content, policy, and leadership.

FocusED Show Notes with Guest Emily Affolter

Was I silent during a time when I had the currency to speak up and disrupt something? ~ Dr. Emily Affolter

Emily starts with a quote from a book called Belonging Through a Culture of Dignity.

We quickly dig into some of the indicators associated with inclusivity, including problems that stem from exclusivity.

Don’t miss what she says about the need for transparent communication as well as formal feedback mechanisms. Feedback can be anonymous, but leaders need to hear as many voices as possible.

Huge Question: Are leaders in the organization committed to humility in the way that they engage with systems of power?

Emily starts from a point of curiosity regarding the content that is being taught in the classroom. She hopes to see at least 50% of the people being portrayed in the curriculum as being BIPOC and coming from the LGBTQ+ community.

You want to hear what she says about “grit” as a core value.

You don’t have to be the school leader who knows things, but you do have to be curious and ask questions. ~ Dr. Emily Affolter

Emily teaches us to ask this about our schools: What are our unquestioned assumptions about our organizational culture?

There’s a really metacognitive-style reflective practice that she describes for teachers and leaders regarding being critical about our own understanding of power (what we have inherently and what we’ve accrued in our lifetime).

We gravitated toward what she says about teachers’ use of asset versus deficit thinking when it comes to what students know and don’t know.

Joe asks about how our profession can catch newer teachers up to speed faster regarding some of the things that master teachers have learned over time within their careers.

There’s no single teacher or classroom that is truly culturally responsive, period. Instead, we’re always learning and evolving. Any increment matters.

Find out about her 7 aspects of culturally responsive teaching.

Don’t miss what she says about “teacher transformative self-study.”

Check out: Social Justice Training Institute (SJTI)

Emily talks about the concept of “reflexivity” as a personal growth strategy.

Emily and her colleagues are working on a book about regeneration from trauma in education. In other words, we’ve all experienced trauma in education or as learners and how can we come

Check out: A Decolonial Framework for Pedagogy & Practice

FocusED Show Notes with Guest Amy Anderson

Amy starts the conversation with the fact that we need outside partners to do the best work we can on the inside. Don’t miss what she says about the time that students spend beyond the school walls and the need to engage the community to support all learners.

Dr. Anderson’s work is primarily with students who are typically marginalized by the system.

Joe asks Amy to go into more detail about building the ecosystem of partnerships versus the competitiveness that can ensue when resources are scarce.

She talks about a funding source called “LearningDollars,” which is an innovative approach for families to access money for learning providers that exist outside of the school system.

We love the concept of “MoonShot” that she mentions--curating ideas to support learners in new and different ways.

Amy believes that there are amazing educators who have the capacity to codesign new projects to do better for all students. She mentions a learning lab that’s doing some of that work now.

All we need is to give our educators the time and space to innovate and they will. ~ Amy Anderson

We talked a lot about how the education systems are not currently designed to support all learners so the need to go outside of the traditional spaces is critical.

Joe mentions a project in his own district where students are working to rebuild their own community through the use of their trade knowledge and credentials that they earned in school.

Amy explains some of her background during the onset of the charter school movement, which started with her involvement with housing efforts for refugee students.

We don’t have to accept the system the way it is. ~ Amy Anderson

Amy talks about what she reads and the people she follows to continue her own development. One book in particular is Reinventing Organizations by Frederic Laloux.

She follows Clay Christensen’s work regarding disruptive leadership.

She mentions the work of Big Picture Learning. Check it out.

Amy ends the conversation with work that’s needed at the policy level in states around the country. She talked about getting a nugget of an idea on a ballot but that this type of thing is a learning experience and that power can come from a small group of people.

Call to Action: Look to adjacent organizations to be able to take the load off of schools and expand opportunities for all students.

This is Season 5, Episode 18 of FocusED, and it features our guest, MInette Norman; in this episode, we're focused on what it means to be an inclusive leader and how leaders can learn to create psychological safety for the people they seek to serve.

Minette Norman Brings a Tons of Experience to FocusED Listeners

Minette Norman is an award-winning author, speaker, leadership consultant, and former Silicon Valley software executive who spent decades leading global teams.

Minette knows that when groups embrace diversity in all its forms, breakthroughs emerge, and innovation accelerates. Her most recent position before starting her consultancy was as Vice President of Engineering Practice at Autodesk. Responsible for influencing more than 3,500 engineers around the globe, she focused on state-of-the-art engineering practices while nurturing a collaborative and inclusive culture.

As the author of The Boldly Inclusive Leader and the co-author of The Psychological Safety Playbook, Minette is committed to helping leaders unleash the full potential of the people in their organizations.

Named in 2017 as one of the “Most Influential Women in Bay Area Business” by the San Francisco Business Times and as “Business Role Model of the Year” in the 2018 Women in IT/Silicon Valley Awards, Minette is a recognized leader with a unique perspective.

Minette holds degrees in Drama and French from Tufts University and studied at the Sorbonne Nouvelle in Paris.

FocusED Show Notes with Guest Minette Norman

Minette starts by defining psychological safety. One key aspect is the ability to ask poignant questions and make critical comments without fear.

She mentioned the work of Amy Edmonson. When people feel psychological safety the perform better at work.

Minette tells us that people do their best work when they feel that their voice is heard.

She tells us that leaders have to start with their own behaviors.

No matter how high up you are in the organization, a question that anyone can ask is “what am I missing?” We can’t assume that people will tell us what’s wrong or what we don’t see.

When people start telling us their perspective, we have to deliberately listen to understand versus listening to respond.

We’re cautioned to not be defensive as leaders because it diminishes psychological safety and therefore an open culture.

Minette tells us about a research study that reveals that employees want leaders who are empathetic.

We talked about empathy as a skill and the need to connect with people who aren’t like us.

Minette says that “the only way to grow as a leader is to become uncomfortable.” We have to be learners first. She tells us about times where she worked in cultures where she didn’t really understand the environment…yet.

Minette tells us a great story about leading engineers, all men, and not having been trained as an engineer.

We talked about daily habits, and Minette talked about doing something physical every day, even when she’s busy. She also describes the power in not getting backlogged and overwhelmed.

Minette ended with the power of self-awareness. Even if you’re not a leader, you still have an impact on the people around you.

Books/Resources We Recommend Based on this Podcast with Minette Norman

The Fearless Organization by Amy Edmondson

The Obstacle is the Way by Ryan Holiday

Tell Me More About That by Rob Volpe

Radical Collaboration by James Tamm and Ronald Luyet

Lean In Report on Women in the Workplace

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Our FocusED Interview with Todd Kashdan

This is Season 5, Episode 17 of FocusED, and it features our guest, Peter Rios; in this episode, we're focused on what it takes to unlock your greatest potential as a leader…and so much more.

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Peter Rios Brings a Tons of Experience to FocusED Listeners

Peter has consulted at institutions such as Harvard University, the Lilly Endowment, and the Department of Veterans Affairs.

He has been a lecturer at Penn State, Colorado State, and the Pacific School of Religion at Berkeley. His passion for leadership and personal development, and organizational change stems from his own transformational experience after overcoming trauma at an early age and embarking on an unprecedented journey of healing, self-discovery, and professional development.

Peter is on a mission along with his spouse, Dr. Ruby Gonzalez-Rios, to build and develop people so they can maximize their potential and live healthy, fulfilled lives.

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FocusED Show Notes with Guest Peter Rios

Peter talks about how his book, Maximize, was written based on his past, growing up in the projects and ending up with two PhDs.

For aspiring writers, don’t miss what he says about “writing everywhere.”

Nothing grows in a comfort zone. ~ Dr. Peter Rios

The book helps people to take intention steps in a way that helps with personal and professional growth.

Joe asks about specific steps that leaders can make to get from where they are to where they want to go. How do we move forward when we’re overwhelmed with fear?

Dr. Rios encourages leaders to take the first step of a self-assessment.

He talks about the difference between dreams and goals. Dreams don’t come with benchmarks; goals require targets.

Don’t miss what he says about accountability partners.

Peter unpacks the sacrifice of a goal, breaking down your dreams into building blocks.

Peter talks about using data from 360 reviews and other tools to draw an honest picture of your strengths and weaknesses.

Peter mentions the use of a life wheel. Here’s a free example.

Something important for all leaders to take away is that maximizing your potential is simple work, but that doesn’t mean that it’s easy.

Peter tells us that his own story of failure is what separates his books from others.

The book has a chapter on the power of creativity and curiosity. He reminds us of some of our own work around having a beginner’s mind.

Peter follows Ed Mullet on YouTube.

Peter is intentional about exposing himself to people who are not like him.

Peter reads and writes every single day. He also prays and meditates each day.

Dr. Rios spends some time at the end of the show talking about learning to lead in the context of your situation. There are certainly aspects of leadership that everyone can adopt, but there’s also an aspect of leadership that requires adaptation.

Plausible preferred future. Find out what that means.

Peter ends with the need for everyone to be kind to themselves and each other.

Go to PeterRiosConsulting.com for free chapters.

MESSY Leadership with Alyssa Gallagher

This is Season 5, Episode 16 of FocusED, and it features our guest, Alyssa Gallagher; we discuss the meaning of MESSY leadership, myths about readiness for a role, the need for coaching for all leaders…and so much more.

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Alyssa Gallagher Brings a Tons of Experience to FocusED Listeners

Alyssa Gallagher is the Head of BTS Spark. America, an education author, leader, and speaker. She has twenty years of experience in the public education sector serving as a teacher, principal and most recently an assistant superintendent.

In addition to co-authoring MESSY Leadership for School Leaders, Alyssa has also co-authored two books on Design Thinking for leaders. Alyssa enjoys working with leaders to design strategies that leverage the capability, creativity and intelligence of everyone on their team.

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FocusED Show Notes with Alyssa Gallagher

Leadership isn’t about showing up to feel good. ~ Alyssa Gallagher

Alyssa tells us that MESSY is an acronym that comes from more than 20 thousand experiences coaching school leaders to uncover and unpack their biggest troubles.

The book not only discusses the concept of “messy” school leadership but also provides leaders with tools on how to deal with an ever-changing environment.

Each letter in the MESSY acronym represents a shift in the way that school leaders need to think. We loved that part of the conversation given our book 7 Mindshifts for School Leaders.

Don’t miss what Alyssa says about what leaders are doing that used to work but doesn’t anymore.

She talks about underlying beliefs that are false about leadership, including the notion that we should just work harder…showing up first and leaving last.

She’s insightful about the strategic planning process being a “straight-jacket.” Leaders need to be much more nimble than a 3-5 year plan.

Joe asks Alyssa about how she coaches school leaders to work within uncertainty. Her company has certified coaches who do this work.

Key takeaway: The truth about uncertainty is that when there are times of stability, we can be clear that uncertainty is on its way.

One thing that she talked about that matters for all school leaders is planning for multiple scenarios and all possible outcomes.

We asked Alyssa to talk more about coaching structures and normalizing leadership coaching. We agreed that all school leaders need an affordable and accessible coach. Pay attention to her flexible one-on-one coaching process, which starts with a match-making procedure.

She mentions personalized coaching as well as small group coaching for like-minded leaders.

We talked about demystifying the “job-ready” leader philosophy that’s impractical and basically untrue. We need to do more to ensure that school leaders have growth opportunities on day one of the job.

Don’t miss what Alyssa says about her love of learning, her own coach, her mastermind group, and seeking out new ways to grow.

Alyssa mentions her relationship with books. She looks for inspiration in authors, including Liz Wiseman and Jane McGonigal.

This is Season 5, Episode 15 of FocusED, and it features our guest, Patrice Bain; we discuss powerful teaching techniques, brain science, action research, classroom instruction, school leadership…and much more.

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Patrice Bain Brings a Tons of Experience to FocusED Listeners

Patrice M. Bain, Ed.S., is a veteran K–12 and university educator, speaker and author. As a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Europe, she has been featured in national and international podcasts, webinars, presentations and popular press, including NOVA and Scientific American.

In addition to Powerful Teaching, she also co-authored an essential practice guide for educators: Organizing Instruction and Study to Improve Student Learning, in collaboration with the Institute of Education Sciences (IES).

Bain’s latest book A Parent’s Guide to Powerful Teaching reinforces the “Teaching Triangle'' of student, parent, and teacher collaboration. Patrice was one of two U.S. teachers on the working task group: Neuromyths vs. Neurotruths, sponsored by (IES) and the National Commission of Educational Research (NCER). In addition, she was a contributor to the United Nations UNESCO ISEE (International Science and Evidence-based Education) Assessment, outlining the vision for world education by 2030.

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FocusED Show Notes with Patrice Bain

Patrice started with the fact that it’s an exciting time in education because we know more now than ever before the science of teaching, including the best ways for students to learn.

The four practices that Patrice brings forward from the research are as follows: retrieval practice, spacing, interleaving, and feedback-driven meta-cognition.

Don’t miss what she says about cognitive load—we can only absorb 4 to 7 pieces of information at a time.

She talks about high-stakes tests, the forgetting curve, and what we should do now that we’re armed with the science of teaching and learning.

Retrieval practice should be low-stakes or no-stakes, asking students to simply remember what they learned yesterday, for example.

Patrice says that we learn in three steps: encoding, storage, and retrieval. We miss the third step. Too often we focus on getting information to our students versus pulling information from them.

Don’t miss what she says about action research.

Be the Flame with Shane Saeed

This is Season 5, Episode 14 of FocusED, and it features our guest, Shane Saeed. In our wide ranging conversation, we discuss community building, setting norms, the science of learning, coaching teachers…and much more.

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Shane Saeed Brings a Tons of Experience to FocusED Listeners

Shane Saeed is a district instructional coach in Colorado working with educators K-12. Prior to coaching, Shane was an elementary teacher. Shane has earned a master’s degree in Curriculum and Instruction with a focus in literacy, a second master’s degree in School Leadership and is currently a doctoral candidate working on her degree in Executive Leadership with a focus on Educational Equity and will defend her research this spring.

Shane’s passion is sharing instructional practices with educators near and far. She is a keynote speaker and facilitates professional development nationally on topics such as the science of learning, the science of reading, and on relationship building using content from her book, Be the Flame, which outlines high-yield tangible strategies to cultivate strong positive relationships with all stakeholders.

Shane was named one of 20 Emerging Leaders for ASCD in 2022. Shane continues to work in public education in her Colorado school district and collaborates with teachers across the globe via social media. Follow Shane on X: @saeed_shane.

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FocusED Show Notes with Shane Saeed

It takes a community to create a safe space for students to air their grievances. Only then can teachers change behaviors, working toward an even stronger community. ~ Shane Saeed

Shane talked about connecting with acclaimed author Jimmy Casas, our friend and author of Culturize. Jimmy encouraged Shane to write her book, and Be the Flame was born.

Shane says that we often think of community building as a beginning of the year activity, but the truth is that community building should be ongoing.

Dr. Saeed talked about modeling activity for team building at a staff meeting so that teachers know how to use that same strategy with students. The difference is that the staff should also discuss the benefits and outcomes of the strategy so that they understand the WHY.

Don’t miss what she says about team building and “first drafts” that can reinforce learning foundations and mindsets for both students and staff.

Shane emphasizes the use of community meetings. Here’s a stem to try with students: “This week I did well at…and next week I would like to do a better job with…”

Shane talked about setting norms (for classrooms and adult meetings); she referenced Learning By Doing by the DuFours.

We asked Shane to talk about the structure of her book, which is focused on takeaways. The book includes stories, reflection questions, and things to use for immediate implementation.

As always, we geeked about a bit on the science of learning, including Shane’s description of prior knowledge.

Joe asks Shane to talk about how she organizes her learning. Don’t miss what she says about going deep into multiple authors and works. She calls these “suites” for her learning intentions.

Shane calls for more belonging in schools; one way to do this is to ensure a knowledgeable teacher versus one who can implement a program. This reminded us of a Delaware professional learning experience called DTI. Check it out.

Dr. Saeed uses cognitive coaching as an instructional coach. The thinking has to be the responsibility of the educator, not just a coach or administrator dictating what to do in every case.

She talks about how exhausted teachers are, and the fact that they make more decisions than a brain surgeon, which means we need to streamline and structure.

Kim Strobel Brings a Tons of Experience to FocusED Listeners

Kim Strobel is a renowned motivational speaker and author of the forthcoming Teach Happy: Small Steps to Big Joy, sought after by schools, businesses, and organizations worldwide. With her powerful message about the impact of happiness on well-being and the pursuit of fulfillment, she traverses the globe, sharing her insights.

Kim specializes in empowering educators and professionals, equipping them with the necessary tools and strategies to shift their mindsets, reclaim their happiness, reignite their passion, and lead with purpose.

Drawing from her extensive background as a teacher and curriculum director, Kim’s ultimate aim is to inspire her audience. Through her engaging talks, she presents captivating research, heartwarming anecdotes, and practical steps for achieving life-altering results.

In addition to her professional pursuits, Kim is a devoted animal rescuer, having rescued 187 dogs. She is also an avid runner and has an unwavering love for life.

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FocusED Show Notes with Guest Kim Strobel

A positive brain is 30% more productive than a brain that is neutral or stressed. ~ Kim Strobel

Kim starts with the fact that happiness is scientifically based, regardless of what some people may think about the skill of developing happiness.

She takes a step back and says that there are heavy feelings. She doesn’t promote toxic positivity, but we ought not get stuck in the gutter either.

Don’t miss what she says about the power of happiness in helping us to become more engaged and creative.

Kim isn’t shy about what we’re typically taught--put your head down and work hard, more hours, etc. That just doesn’t work if we want to be effective.

Joe is candid about how stress can create rumination and then we enter autopilot. He asks Kim to help with the mindset shift that many of us need.

Kim describes parts of the brain, how they work, and the subconscious mind that’s driving thoughts, beliefs, and behaviors.

She tells us that too many people are on cognitive overload. We have 70,000 thoughts a day and 60% are negative.

Our negative brains are what kept us safe as humans, but that’s mostly not necessary anymore.

Kim reminds us that our mind and our thoughts are within our control. The number one strategy to rewire our neurofeedback is to use gratitude. Writing down 3 thoughts of gratitude per day can literally change your mind about yourself and the world.

In our gratitude practice, which is a happiness habit, we must be specific--not just that we’re able to exercise but that we can run 30 miles per week. Be specific!

Don’t miss what she says about habit stacking.

She gives granular advice to teachers about how to build happiness habits with students in the classroom.

Joe asks Kim to dive deeper into her meditation chair. The need for tradition and habit is critical to build success and mitigate decision-fatigue.

Kim opens up about her own trials with panic disorder and suffering that she went through as she helped herself out of a dark state.

We can blame anyone for anything, but at the end of the day our happiness is our own responsibility.

Kim describes the work ethic that many of us have as being gratifying because we’re drained after giving our all to something but that’s not the best strategy for real happiness.

She tells us that 50 hours of work leads to about 37 hours of productive time; and, 55 hours leads to 35 hours of productive time. Five more hours and we lose 3 that were potentially productive.

Don’t miss what she says about putting our energy into the things that fuel us rather than the things that deplete us.

Check out the gratitude tracker that Kim mentions during the show.

Find Kim at https://kimstrobel.com/.

This is Season 5, Episode 12 of FocusED, and it features our guest, Wendy Turner. Wendy talks to us about adult burn-out, SEL strategies to use on yourself, what leaders can do differently to support teachers…and much more.

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Wendy Turner Brings a Tons of Experience to FocusED Listeners

Wendy Turner is an educator, author, and teacher leader who is passionate about social emotional learning. Wendy currently teaches third grade in Wilmington, DE and works to build capacity in others around social emotional learning practices in schools.

She was the 2017 Delaware Teacher of the Year, a Presidential Excellence in Teaching Science awardee, an NEA Global Learning Fellow, an Outstanding STEM Educator in Delaware, a Delaware Compassion Champion, and served as the teacher leader on the Delaware State Board of Education for two years.

Wendy now facilitates professional learning on social emotional learning both locally and nationally and regularly contributes to education blogs, articles, and podcasts. She is the author of Embracing Adult SEL, published by Routledge in 2023. You can follow Wendy on X: @mrswendymturner.

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FocusED Show Notes with Wendy Turner

Judgment is an insufficient use of resources for living your life. ~ Wendy Turner

Wendy talks about her time in the classroom and how she needed a break before coming back to the classroom. When she left, she felt burnt out, which led her to write her book about adult SEL. One thing that matters about this book is that it’s a self-help book for us to implement SEL for ourselves as well as others.

She tells us that she shares a lot of her personal life in the book to relate to readers who want to learn more about implementing SEL for themselves.

Joe asks Wendy if she thinks she could have not burnt out so fast if she had SEL when she left education before coming back to her current position. Don’t miss what she says about having some pieces of the practices but not all.

Don’t miss what Wendy says about having a “box of energy.”

Wendy talks about using empathy to take action--she calls this Curious, Connected, and Active. You have to check this framework out in the book.

T.J. points out Chapter 3 from the book and the foundation of SEL being self-awareness. You have to hear how Wendy responds to this using information from that chapter on page 49.

Wendy addresses the shame that we often feel and how to let it go, including our own pessimism about things that we can’t control.

Don’t miss what she says about her core values and how she uses them to make quality decisions.

Joe asks about barriers, roadblocks, etc to doing this work well. Wendy advises that it takes time--1 to 3 months. Try five new things in that time period.

Wendy talks about positively present as a place that she goes for inspiration.

She mentions a case study on SEL that she finds fascinating because it says that we need to start with adult SEL if we’re going to implement it successfully with our students.

Explicit, sustained, and embedded--these are the principles of implementing any professional learning that we want to stick, including SEL.

Wendy calls for SEL coaches in every school.

Joe asks Wendy to unpack SEL circles, which she does using CASEL practices.

Wendy says that teachers need practical, useful strategies that they can use right away. She talks about her next book, which is going to be an SEL playbook. Teachers know the what, but they need help with the how.