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Tereva Crum is a classically trained musician, educator and professional in the field of "Arts in Medicine".  

Partnerships & Leadership

Social Rx (Community Provider)
International Rescue Committee 
Once Upon Our Time Capsule
Black.Write.Now. (Founder)
National Organization for Arts in Health (Conference Presenter)
International Global Network of Public Health Nursing Conference (Co-Presenter)

Experience

Educator (City Schools of Decatur, Alachua County Public Schools)
Hospice & Memory Care Violinist (Capstone Hospice)
Workshop Design & Facilitation (Creative Writing & Expressive Arts)
Professional Actor (Improvisation, Stage Performance, Commercial & Film)

Education

M.A. Arts in Medicine
(University of Florida)

B.A. Education
(University of Florida)

Stella Adler Studio of Acting/Black Arts Institute

New World School of the Arts
(Violin Performance)

You can find out more about Tereva and her work by visiting her website...https://www.terevacrum.com/

It’s simple— there is healing in the process of creating. Though the field can seem ambiguous, Arts in Health, or Arts in Medicine is the the use of arts (through art making or engagement) as facilitated by a professional artist, to support health and wellness in healthcare and public health settings. Arts in Medicine professionals work alongside clinicians, administrators, policy makers, and researchers, offering a unique framework to support wellness, which is simply the innate use of creativity and play that we seem to lose along the way. We work in hospitals, behavioral health support settings, schools, community centers, museums, libraries, etc., offering a range of services from bedside performances, palliative care support, community art making, and workshops supporting physicians and caretakers in burnout prevention and compassion fatigue reduction.

In this epsisode Tereva explains the theory and powerful link between Arts and Medicine.  Tereva shares insights and concrete examples that teachers can incorporate immediately without formal training.  

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Click below to receive a special listener gift from Dr. Honnick

https://theheartbeateducator.com/gifts

Website link: https://theheartbeateducator.com/about

In this episode, Dr. Honnick returns to discuss her first, not her last, book, The Heartbeat Educator: Safe, Regulated, and Connected- A Movement for Educators Who Lead With Heart.  

Why The Heartbeat Educator?
Education feels heavy right now.. 

Students are carrying more.
Teachers are carrying more.
Leaders are carrying more.

Across schools, adults are asked to manage behavior, support emotional needs, deliver instruction, meet expectations, and keep going, often without enough time, support, or space to breathe.

Kim wrote The Heartbeat Educator because educators do not need one more reminder to care. They need language, tools, reflection, and support that help them care sustainably. This book invites educators to return to the human center of teaching:

• Presence.
• Belonging.
• Regulation.
• Identity.
• Dignity.
• Boundaries.
• Repair.
• Connection.

Because when adults are supported, students feel it. And when classrooms become safer, steadier, and more connected, schools begin to change from the inside out.

Biography:Dr. Kimberly Honnick is a Senior Education Consultant, Leadership Coach, and Speaker, and the Founder of Bo Knowz Learning, LLC. With more than 30 years of experience across K–12 public school systems, Head Start programs, and higher education, she partners with education organizations to strengthen leadership, culture, and professional learning. Her work focuses on Social-Emotional Learning (SEL), leadership development, and people-centered systems change. Dr. Honnick is the author of The Heartbeat Educator and a nationally recognized education leader.

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Retirement Terms Explained: Quick Guide for Educators

Many educators hear retirement terms like 403(b) or Roth IRA but aren’t always sure how they work or how they fit together. Here’s a quick, plain-English overview.

A 403(b) is a retirement savings plan for public school employees and some nonprofits. Contributions usually come out of your paycheck before taxes, which lowers your taxable income now. Many plans also offer a Roth option, where you pay taxes now and withdraw tax-free later. Annual contribution limits apply, and educators with long service or over age 50 may qualify for catch-up contributions.

A 457(b) is another employer-sponsored retirement plan commonly available to public educators. It works similarly to a 403(b), but one key difference is flexibility—if you leave your job, withdrawals are not subject to the usual early-withdrawal penalty. If you have access to both a 403(b) and a 457(b), you may be able to contribute to each separately.

A Traditional IRA is an individual retirement account you open on your own. Contributions may be tax-deductible depending on your income and whether you have a workplace plan. The money grows tax-deferred, and you pay taxes when you withdraw it in retirement. Annual contribution limits apply.

A Roth IRA is also an individual retirement account, but contributions are made with after-tax dollars. The benefit is that qualified withdrawals in retirement are completely tax-free. Roth IRAs have income limits—above certain salary thresholds, you may not be eligible to contribute directly.

A Roth conversion is when you move money from a pre-tax account, like a Traditional IRA or 403(b), into a Roth IRA. You pay taxes on the amount converted in the year you do it, but future growth and withdrawals can be tax-free. There are no income limits on Roth conversions, but tax planning is important.

One key reminder: Contribution limits, income thresholds, and plan rules change over time and vary by district and state. Educators should always review their specific plan details and consider talking with a qualified financial professional before making decisions.

For tools that help educators compare plans, vendors, and fees, we recommend educator-focused resources like 403bCompare, 403bwise, and Investor.gov.

Our guest for the episode:  Mr. Eric Lorenz.  You can reach Mr. Lorenz at www.newpennwealth.com 

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It’s a wrap on Season 1! To celebrate our season finale, we’re throwing it back to our most downloaded, most shared episode of the entire year: Assuming Brilliance: How One Student's Path Was Redirected by the Choices Educators Made

Before we re-air this fan-favorite conversation, Jack and Ed sit down with the incredible Mrs. Pozo to reflect on why this powerful message resonated so deeply across our community and how "assuming brilliance" can transform classroom culture.

☀️ Summer Break Announcement:

JackED UP! is officially taking a brief hiatus so our incredible educator community can focus on setting up classrooms, diving into professional development, and settling into the new school year. We will be back with Season 2 on September 1st!

Catch up on all 15 episodes over the summer, leave us a rating/review, and get ready to get JackED UP for an even bigger second season!

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Let's dive into the history of American Public Education after coming out of America's 250th-year celebration. Global listeners, stay tuned as I maintain worldly relevance as I zoom out and touch on global events throughout the episode.

Imagine taking a system designed in the year 1900, built on rigid factory bells, age-graded sorting, and compliance, and expecting it to prepare children for a world run by artificial intelligence and global innovation. In this special solo episode of The Jacked Up Podcast, Jack unpacks the ultimate educational paradox, drawing on the concept of Form and Purpose. By tracing the architecture of schooling from its Prussian roots to the modern PISA charts, the "World Cup" of global education rankings, she reveals how the structure of the classroom has always been shaped by who holds the power of knowledge.
From the industrial assembly line to the historical frontline defenses against authoritarian censorship, this episode is a raw look at why our schools are fracturing under a structural mismatch. If our modern purpose is to cultivate critical thinkers who can change the world, why are we still running a legacy architecture designed for docility? Tune in for a deep, 30-minute journey into the past, present, and the optimistic future of how we can completely redesign the blueprint of learning.

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In this episode, Jackie and Ed sit down with Dr. Samantha Mullins. Founder of MTSS By Design, to tackle a common misconception that MTSS is just another initiative.  Dr. Mullins explains why MTSS is not something extra; rather, it is the foundational system that holds your entire school's instructional frameworks together, supporting coherence and ongoing school improvement.  

What you will Learn

Smarter Design, Not Harder Effort: Why MTSS breakdowns are usually about system flaws, not lack of trying.

The Power of Tier 1: How clear routines and core instruction are everyone's responsibility and how tight Tier 1 implementation benefits all learners.

Quick Leadership Wins: Practical insights to small system shifts you can implement tomorrow.

Bio:

Dr. Samantha Mullins is the Founder and CEO of MTSS By Design, where she partners with district and school leadership teams to lead K–12 systems transformation through coherent, sustainable Multi-Tiered Systems of Support (MTSS). A nationally and internationally recognized MTSS strategist and education consultant, she works with leaders to strengthen Tier 1 instruction and align assessment, intervention, and professional learning into a unified system rather than disconnected initiatives. Her work centers on system design, leadership decision-making, and change management that support clarity, coherence, and opportunity for all learners at scale. Dr. Mullins’ work in MTSS helps leadership teams move from vision to implementation by reducing fragmentation and building durable instructional systems that can adapt and endure. 

Resources:

www.mtssbydesign.com
[email protected]
LinkedIn: www.linkedin.com/in/mtssbydesign

Learn more about MTSS yearlong Fellowship scheduled for 2027: https://mtssbydesign.com/mtss-leaders-fellowship

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Episode Overview

Welcome back to JackED UP! In this episode, we continue our conversation with returning guest (first guest) Vince Doud, diving deeper into AI in education. We explore the growing community pushback against AI and technology in schools, introduce Vince's framework for AI literacy (the "AI permit" and "AI license"), and discuss the surprising generational divide around AI adoption. Vince also shares his powerful "cat analogy" for defining a healthy human-AI relationship.

Community Pushback on AI in Schools

• Why affluent districts are facing parental resistance to technology and AI
• The role of outdated school policies in fueling controversy
• The equity dimension: who has the privilege to push back?
• How intentional deployment makes all the difference

The Four Pillars of AI Literacy — "Earning Your AI Permit"

Before students (or educators) can effectively use AI, they need to understand the foundational competencies:

• Prompting: How to communicate effectively with AI
• Verification: How to fact-check and validate AI outputs
• Ethics: Understanding appropriate vs. inappropriate AI use
• Data Privacy: Knowing what information is safe to share

Vince shares hands-on activities he uses with 9th graders to teach these pillars, and explains why even elementary students can begin learning these concepts.

AI Modes — "Earning Your AI License"

Once you've earned your permit, it's time to learn when and how to use AI. Vince introduces five AI modes:

• Idea Mode: Brainstorming and generating possibilities
• Learning Mode: Using AI as a tutor or learning partner
• Evaluator Mode: Having AI provide feedback on your work
• Tool Mode: Letting AI do tasks for you (only after you're already an expert!)
• Simulator Mode: Practicing scenarios and skills in a safe environment

A key insight: students should only use AI in Tool Mode after they've already mastered the skill. The craftsman gets the most out of tools because they're the expert directing them.

The Generational Divide

We explore a surprising trend: younger adults (millennials and Gen Z) are among the most skeptical of AI, despite being digital natives. Jacqueline's 25-year-old daughter and Ed's 30-year-old daughter both express strong concerns about:

• Environmental impact of AI (data center energy consumption)
• Job displacement and economic insecurity
• Loss of creativity and authentic human expression

Vince contextualizes this as "whiplash" — a generation that was pushed into technology during COVID, witnessed the dark side of social media, and is now cautious about being sold another tech wave.

The Cat Analogy — What's Your Relationship with AI?

Vince closes with a memorable framework for thinking about how we engage with AI:

• The Wildcat: Fearful, hostile, avoidant — trying to attack or shut down AI entirely
• The House Cat: Fully dependent, comfortable, but living an artificial existence where everything is provided
• The Outside Cat: The ideal. Informed, intentional, independent — benefiting from AI when needed while retaining agency and authentic human experience

The question Vince leaves us with: What cat are you?

Guest Bio

Vince Doud is an instructional technology coach and educator with deep expertise in AI integration in K-12 settings. He has spent the past several years on the front lines of AI exploration in schools and is returning to the classroom this fall to teach video production at Audubon. Vince develops practical frameworks and hands-on activities to help students and educators build AI literacy and use AI intentionally.

Resources Mentioned

• OpenAI Codex (upcoming tool for local file management)
• Vince's "Teaching Management System" concept (in development)
• The Four Pillars board game (created by Vince)

Connect With Us

Have thoughts on this episode? Want to share what kind of "cat" you are? Reach out to us on social media or email us your feedback!

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Questions or follow up, reach out to our guest, Ms. Smith

[email protected].

Resources: 

https://www.ffa.org/

Global Connections of the FFA
While rooted in the United States, the National FFA Organization actively connects students to a global network of agriculture, trade, and technology. This episode explores how FFA bridges the gap between local chapters and worldwide impact through three main pillars:

Global Corporate Partnerships: FFA collaborates with multinational giants like Cargill, PepsiCo, General Mills, and Corteva to introduce students to global food supply chains, international trade, and sustainable commercial agriculture.

International Travel & Exchange: Through programs like the International Leadership Seminar for State Officers (ILSSO), student leaders travel to countries across Europe to study foreign farming techniques and international agricultural policy firsthand.

Space & STEM Innovation: FFA partners with global scientific initiatives, including the Plant the Moon Challenge (in collaboration with NASA) and Invention Convention Worldwide, to engage students in solving global sustainability and food security challenges.

Fun Fact/Clarification: Don't confuse the student agriculture group with the other FFA! There is also the Pacific Islands Forum Fisheries Agency (FFA), an intergovernmental body connected to the United Nations that manages regional deep-sea fisheries.

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Jackie and Ed reconnect with a colleague who’s shaped their work from stateside consulting to an unforgettable DoDEA experience in Germany. Together, they dive into one of the hottest topics in education right now—Student Engagement, especially as teachers everywhere are trying to keep students’ heads up, connected, and invested in learning.

With 35+ years of experience, Dr. Cortez brings powerful stories and a clear mission: making learning visible so students understand their journey, their growth, and why it all matters. He also shares practical, tomorrow‑ready strategies for teachers and leaders—real moves, not dog‑and‑pony‑show tricks—that strengthen alignment, deepen motivation, and build authentic student buy‑in.

A grounded, energizing conversation for educators who want engagement that lasts, not entertainment that fades.

Dr. Ruben Cortez Contact Information and Consulting Requests

[email protected]

https://www.linkedin.com/in/ruben-cortez-47944a13b/

An article on using the KMO for organizational change

https://designingschools.org/innovation-gap-analysis-using-the-kmo-method-to-move-from-current-to-desired-outcomes-in-schools/--

Learning Targets: Helping Students Aim for Understanding in Today's Lesson

https://files.ascd.org/pdfs/onlinelearning/webinars/webinar-handout2-7-17-2012.pdf

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Molly Nilssen is a proud Milwaukee native who attended Milwaukee Public Schools from K4 through 12th grade. She went on to earn her degree from the School of Education at the University of Wisconsin–Madison before beginning her career teaching kindergarten and later first grade.

After teaching in three different schools, Molly found her home at the Milwaukee College Prep campus on 38th Street, serving predominantly minority learners. Over her career, she has taught every grade in elementary and middle school and nearly every subject, giving her a rare, full-spectrum understanding of how children grow, learn, and struggle across developmental stages.

For the past four years, Molly has taught Wellness, a subject that blends self‑regulation, brain science, hygiene, puberty and development, sex education, core values, boundaries, social justice, mindfulness, and more. Her work sits at the intersection of academic learning and human development.

The realities of Milwaukee deeply shape Molly’s commitment to SEL, one of the most racially segregated cities in the country, and a community grappling with high rates of violence and the disproportionate incarceration of Black males. These systemic conditions show up in classrooms long before they show up in statistics. Molly sees firsthand how chronic stress, community instability, and generational inequities impact students’ nervous systems, attention, behavior, and sense of safety.

Her message is clear: SEL is not optional in a city like Milwaukee. It is a protective factor, an academic accelerator, and an equity imperative. With 17 years of experience spanning major shifts in technology, AI, and post‑pandemic learning, Molly brings a powerful, urgent perspective on what today’s students truly need to thrive and survive, not just academically, but as whole human beings.

School Website: https://www.milwaukeecollegeprep.com/38th-street

Resources:

Videos

A Tour of the Brain (for kids)

 https://www.youtube.com/watch?v=Q6vqSehMYQQ&t=87s

Brain Basics for Kids (and also adults!)

https://www.youtube.com/watch?v=eD1wliuHxHI

What is my Lizard Brain? (Self-regulation lesson)

https://www.youtube.com/watch?v=iLaBYt3AHVI&t=19s

Neurons and Synapses

https://www.youtube.com/watch?v=m0rHZ_RDdyQ

Zones of Regulation Curriculum Website

https://zonesofregulation.com/

Articles:

Power Of Brain Breaks

https://www.edutopia.org/video/the-mysterious-power-of-brain-breaks

Projects, Purpose, and the Teenage Mind

https://www.edutopia.org/article/projects-purpose-and-the-teenage-mind

Survive and Thrive During Testing Season

https://www.edutopia.org/blog/survive-thrive-during-testing-season-lori-desautels

Intentionally Slowing Down to Ensure Students Learn Material Deeply

https://www.edutopia.org/article/slower-instruction-deeper-learning

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