Schurtz and Ties: A podcast about education and culture

Schurtz Short: What’s Our Guiding Light?

In this Schurtz Short, Kasey Schurtz and Brian T. Miller wrestle with a deceptively simple question schools often rush past:

What is our guiding light when we make decisions?

As schools begin planning for the next year—staffing, policies, handbooks—this short conversation pushes beyond slogans and into something more concrete. If intellectual engagement is the non-negotiable task of schooling, what does that actually mean in practice? How do we avoid abstract vision statements that sound good but don’t guide real decisions?

This episode explores:

• Why intellectual engagement isn’t optional—and isn’t the same as test scores

• How vague values create confusion instead of clarity

• The difference between identifying who we are and jumping too quickly to systems and processes

• A powerful reflective question for staff: Based on what we see every day, what do we actually value?

Short, honest, and grounded in real leadership tension, this Schurtz Short is for principals, instructional leaders, and teachers who want their decisions to be anchored in something real—not just well-intended language.

Slow is smooth. Smooth is fast. And clarity keeps people in the thinking.

www.schurtzhistory.com

#dogreatthings #keepknocking

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Dr. Douglas Fuchs on Inclusion, IDEA, and the Limits of the General Classroom

In this episode of Schurtz & Ties, Kasey Schurtz sits down with Dr. Douglas Fuchs, one of the most influential scholars in special education, to explore one of the most pressing and emotionally charged questions in schools today:

When is inclusion truly least restrictive—and when does it stop being instructionally responsible?

Drawing on decades of research, classroom experience, and policy work, Dr. Fuchs helps unpack how good intentions around inclusion can drift into oversimplification, and why the IDEA framework was never designed to mean “general education at all costs.”

This is a conversation about instructional limits, professional honesty, and what students with disabilities actually need to learn—not just belong.

• Inclusion as a moral imperative vs. an instructional decision

• Why Least Restrictive Environment (LRE) is often misunderstood

• The difference between abolitionist and conservationist views of special education

• What IDEA actually says about placement and accommodation

• Why co-teaching often fails students with serious learning difficulties

• The limits of general education classrooms—even with strong teachers

• RTI / MTSS as an attempt to rethink general education structure

• What intensive, individualized instruction really requires

• Why expertise—not titles—matters most in special education

• The difference between enabling a disability and building independence

• What schools feel like when they get this right

Much of the episode centers on the reality that learning problems are instructional problems, and that students with significant needs require teachers who can adapt instruction through data, not just provide accommodations .

Dr. Douglas Fuchs is a Professor Emeritus of Special Education at Vanderbilt University’s Peabody College, where he has spent decades shaping the national conversation around learning disabilities, inclusion, and instructional design.

His work has been foundational in areas including:

• Learning Disabilities research

• Data-Based Individualization (DBI)

• Instructional decision-making

• RTI / MTSS frameworks

• Special education policy interpretation

Dr. Fuchs is known for bridging research, classroom reality, and federal law, often challenging schools to confront uncomfortable truths about capacity, expertise, and limits.

• Vanderbilt Peabody Faculty Bio
  https://peabody.vanderbilt.edu/bio/douglas-fuchs/

• Vanderbilt IRIS Center (Instructional Research & Practice)
  https://iris.peabody.vanderbilt.edu/

• Research on Data-Based Individualization (DBI)
  https://intensiveintervention.org/

• Publications and Research Profile
  https://scholar.google.com/scholar?q=Douglas+Fuchs+special+education

This episode is not about being “for” or “against” inclusion.
It’s about being honest.

Honest about what classrooms can sustain.
Honest about what students need to learn.
Honest about the difference between placement and instruction.

As Dr. Fuchs reminds us, belonging without learning is not equity, and inclusion that ignores instructional reality ultimately fails the very students it aims to protect.

🎙️ Schurtz & Ties
Thoughtful conversations at the intersection of teaching, learning, and leadership.
🌐 https://www.schurtzandties.com

What if the key to better classrooms isn’t more compliance—but more fire?

In this episode of Schurtz & Ties, Kasey Schurtz and Brian T. Miller sit down with Coach Tony Holler—creator of the Feed the Cats philosophy, longtime chemistry teacher, and nationally recognized coach—to explore what schools can learn from athletics, competition, and joy.

Tony brings decades of experience from both the classroom and the track to challenge some of education’s most common assumptions: bell-to-bell instruction, endurance over intensity, and the idea that struggle means failure. Instead, he makes a compelling case that learning, like speed, grows slowly, and that classrooms should be places where students (and teachers) want to show up.

This conversation ranges from feral cats and redwood trees to standardized testing, teacher burnout, and why “happy teachers—not perfect teachers—change lives.” Along the way, Tony shares practical, unapologetic ideas for building culture, feeding curiosity, and making learning the best part of a student’s day

• 🐱 Feed the Cats: Why competitive, fast-twitch learners need a different approach—and how schools often miss them

• 🌲 “Speed grows like trees”: Why real growth is slow, incremental, and worth measuring

• 🎯 Record, Rank, Publish: What classrooms can learn from performance-based coaching

• 🧑‍🏫 Never bell-to-bell: Purposeful teaching vs. robotic instruction

• ❤️ Front-loading empathy and building classrooms that are safe for risk

• 🔥 Lighting a fire instead of “filling a pail”

• 😌 Why teacher joy, efficiency, and boundaries matter more than martyrdom

• 🌱 Culture as something that must be taught, not assumed

Tony Holler is a retired chemistry teacher, veteran track coach, and the creator of the Feed the Cats training philosophy—a speed-first, motivation-driven approach now used by coaches and educators across the country. He has spoken in over 30 states and internationally, coaching coaches while continuing to advocate for joyful, human-centered teaching.

Tony is passionate about helping educators:

• Build culture intentionally

• Gamify improvement without shame

• Reach students who don’t fit the traditional “good student” mold

• Rediscover why teaching can (and should) be fun

• Instagram / Facebook / YouTube: Coach Tony Holler

• Twitter (X): @PNTrack

• Feed the Cats philosophy: Search Feed the Cats

Visit schurtzandties.com for:

• 🎧 Full episodes and show notes

• ✍️ Essays, resources, and reflections on engagement and leadership

• 📚 Tools for teachers, coaches, and administrators

• 🎙️ Information on past and upcoming guests

🧠 Key Topics & Takeaways👤 About Our Guest: Tony Holler🔗 Connect with Tony Holler🌐 More from Schurtz & Ties

In this episode of Schurtz & Ties, Kasey Schurtz and Brian Miller welcome back therapist, former educator, and author Charle Peck, LCSW, M.Ed. for a candid conversation about student anxiety, adult stress, and the communication breakdowns happening in schools right now.

Together, they unpack why anxiety is genuinely increasing—not just being labeled more often—how social media, rapid societal change, and outdated systems are colliding in classrooms, and why many conflicts stem from students and adults speaking different emotional languages. Charle challenges common narratives around “coddling,” reframes ego and accountability, and offers practical, non-hokey strategies educators can use immediately to regulate classrooms without sacrificing expectations.

This episode is honest, grounded, and hopeful—focused on helping adults lead with clarity, compassion, and courage in a complex moment for education.

👉 Learn more about Charle’s work at https://www.thrivingeducator.org/
📘 Explore her book on behavior, communication, and emotional regulation (linked below).

Guest:
Charle Peck, LCSW, M.Ed.
Therapist, former teacher, consultant, and author
Website: https://www.thrivingeducator.org/

Charle Peck returns to Schurtz & Ties for a wide-ranging conversation on anxiety, behavior, and communication in today’s schools. Drawing on her experience working with both students and adults, Charle helps educators rethink what’s really happening beneath challenging behavior—and why many well-intended efforts around SEL have left teachers feeling unsupported and frustrated.

Rather than offering buzzwords or quick fixes, Charle focuses on nervous systems, communication mismatches, and the adult work required to lead effectively in classrooms and schools today.

• Are kids really more anxious—or are we just talking about it more?
  Charle explains why the rise in anxiety is real, pointing to smartphones, COVID, social media, and generational disconnection.

• Students have the language—but not always the skills
  Kids may be able to name feelings, but often haven’t been taught how to communicate those feelings in ways adults can hear and respond to productively.

• Why “coddling” is the wrong conversation
  The problem isn’t empathy—it’s skipping discomfort, risk-taking, and skill-building while leaving adults unprepared to coach students through hard moments.

• The adult gap in SEL
  Schools taught social-emotional skills to students without teaching them to the adults expected to model, respond, and regulate in real time.

• Ego, fear, and parent conflict
  Many tense parent conversations are rooted in fear—not defiance. Leaders can’t fix ego, but they can lower the temperature and keep the focus on the child.

• Empathy and accountability
  Compassion doesn’t mean lowered expectations. Clear boundaries, calm repetition, and simple language matter more than perfect phrasing.

• Practical classroom strategies that don’t feel “hokey”
  Charle shares simple, playful movement strategies and “rapid resets” that help regulate energy without singling out students or disrupting instruction.

• Behavior is communication
  Kids aren’t trying to “get at” adults—they’re signaling unmet needs, skill gaps, or dysregulated nervous systems.

• Anxiety grows when systems don’t adapt as fast as society does

• Adults often feel threatened when students gain emotional language they themselves were never taught

• You can’t change someone else’s ego—but you can lead calmly around it

• Playfulness and movement are underused tools in behavior support

• Teaching is serious work—but it doesn’t have to feel heavy all the time

📘 Charle Peck’s Book
(Charle’s book on behavior, communication, and emotional regulation—referenced throughout the episode—is available via her website.)
🔗 https://www.thrivingeducator.org/

In this conversation, Kasey and Brian sit down with Dr. Katie Lohmiller and Halley Gruber, co-founders of the Educational Access Group, to explore what it really means to build trauma-responsive, brain-based schools. They unpack how stress and adversity shape student behavior, why many traditional discipline systems miss the mark. Grounded in the work of Dr. Bruce D. Perry, the discussion highlights practical ways educators can support regulation, safety, and learning while creating sustainable systems that don’t burn out the adults doing the work.

Takeaways-Regulation and felt safety are prerequisites for learning.-Brain state matters. Students can’t access higher-level thinking when they’re dysregulated.
Trauma-responsive work must be systems-based, not a list of strategies or a compliance checklist.
Adults need support too. Sustainable change protects educator capacity.
Small, consistent shifts in environment, routines, and relationships can create big results.
Effective school culture aligns brain science, behavior expectations, and instructional clarity.

Keywords

trauma-informed education, brain-based learning, school behavior, Educational Access Group, neurosequential model in education, Bruce Perry, What Happened to You, student regulation, educator burnout, school leadership, classroom culture, discipline

#schurtzandties #dogreatthings #keepknocking #DrKatieLohmiller #HalleyGruber #DrBrucePerry #BrucePerry @educational_access_group @brduncper

https://educationalaccessgroup.org/

Summary

In this conversation, Pete Hall discusses the importance of leadership in education, emphasizing the need for courage to both lead and be led. He shares insights on engaging with resistant individuals, the significance of reflective questioning, and the challenges of addressing behavioral issues in schools. The discussion also touches on the balance between systems and people, drawing parallels with successful sports franchises like Duke basketball. Hall advocates for a focus on raising good humans and the necessity of integrating social emotional learning into education. He highlights the importance of clear communication and decision-making processes in fostering a positive educational environment.

Takeaways

Leadership is about people, not metrics.

Courage is needed to both lead and be led.

Engaging resistant individuals requires understanding their mindset.

Reflective questions can drive growth and improvement.

Addressing behavioral challenges requires clear expectations.

Systems in education should support human development.

Lessons from successful sports franchises can inform educational practices.

Balancing systems and people is crucial for success.

The purpose of education is to raise good humans.

Clear communication is essential for effective leadership.

Keywords

education, leadership, instructional coaching, social emotional learning, teacher engagement, reflective questions, systems thinking, growth mindset, Duke basketball, courage

#schurtz&ties #dogreatthings #keep knocking

https://educationhall.com/

n this Christmas Special episode of Schurtz and Ties, hosts Kasey Schurtz and Brian T. Miller engage in a lively discussion with their friends and fellow educators, Matt and Eric. They reflect on their shared experiences in education, the importance of community, and the impact of having supportive colleagues. The conversation touches on the challenges and joys of teaching, the significance of maintaining a sense of humor, and the value of creating a positive school culture. The episode is filled with anecdotes, laughter, and insights into the world of education.

• Community is vital in education.
• Supportive colleagues make a difference.
• Humor enhances the teaching experience.
• Positive school culture is crucial.
• Shared experiences strengthen bonds.
• Education is both challenging and rewarding.
• Maintaining a sense of humor is important.
• Creating a supportive environment benefits everyone.
• Reflecting on past experiences offers valuable insights.
• Building relationships is key to success.

#schurtz&ties #dogreatthings #keepknocking

American educators are in urgent need of meaningful behavioral support. Too often, punishment and consequences are conflated, while accountability gets lost in the noise. In this episode, Brian and Kasey unpack what accountability really means: doing what is reasonably expected and ensuring behaviors and expectations are met. They explore how true accountability places responsibility on both students and adults—requiring teachers to clearly teach, reteach, and support expectations. Grounded in grace, accountability neither ignores behavior nor excuses it, but recognizes our shared humanity and insists on growth, change, and support along the way.

Visit our website at schurtzandties.com

Social Media:

Youtube: ⁠⁠⁠⁠⁠@SchurtzTies⁠⁠⁠⁠⁠

Instagram: ⁠⁠⁠⁠⁠SchurtzTies⁠⁠⁠⁠⁠

Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠⁠⁠:

“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”

We’d love to hear your thoughts or ideas for future episodes:

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In this Schurtz Short, Kasey Schurtz and Brian T. Miller unpack the difference between accountability, punishment, and consequences, and why conflating them creates confusion for both students and staff. They explore how clarity, consistency, and patience build a culture where accountability supports learning instead of shutting it down. The conversation highlights the importance of modeling expectations, partnering with families, and closing the loop so accountability leads to growth—not resentment.

Social Media:

Youtube: ⁠⁠⁠@SchurtzTies⁠⁠⁠

Instagram: ⁠⁠⁠SchurtzTies⁠⁠⁠

Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠:

“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”

We’d love to hear your thoughts or ideas for future episodes:

⁠⁠⁠⁠⁠[email protected]⁠⁠⁠⁠⁠

#DoGreatThings | #KeepKnocking

In this episode, we sit down with Dr. John Almarode, an internationally recognized expert in student engagement, visible learning, and the science of how the brain learns best. With years of research, countless publications, and extensive work alongside districts across the globe, John brings a grounded, evidence-based perspective to the challenges schools are facing today. Few people are more qualified—or more courageous—when it comes to asking the hard questions about teaching, learning, and what actually works.

Together, we explore some pressing questions sitting at the center of today’s educational landscape:

• Are students truly further behind than ever before—or are we simply measuring the wrong things?

• How can educators provide students access to grade-level learning while simultaneously filling in the gaps that widened over the past several years?

• What does real scaffolding look like—not as hand-holding, but as intentional, temporary supports designed to help students reach higher levels of learning?

John helps us cut through the noise with science, clarity, and a refreshing level of honesty.

This episode challenges long-held assumptions, reframes the conversation around student ability, and calls for a more accurate, forward-thinking understanding of what it means to learn—and thrive—in today’s world.

And how we can help them get there.

Dr. John Almarode brings a rare combination of research expertise and real-world classroom experience. As a professor at James Madison University and the Sarah Miller Luck Endowed Professor of Education, he has spent his career studying how the brain learns, what truly drives student engagement, and how to translate the science of learning into practices that work for every student. Before entering higher education, John taught in public schools — grounding his research in the day-to-day realities teachers face.

He is a bestselling author with Corwin, contributing to more than two dozen books on visible learning, assessment, clarity, and instructional design. His work with John Hattie, Douglas Fisher, Nancy Frey, and others has positioned him as one of the leading voices on evidence-based teaching and the question every school is wrestling with: What actually works for learners today?

John’s insights, publications, and ongoing work can be found at johnalmarode.com and through his extensive collection of books at Corwin Press.

Social Media:

Youtube: ⁠⁠⁠⁠@SchurtzTies⁠⁠⁠⁠

Instagram: ⁠⁠⁠⁠SchurtzTies⁠⁠⁠⁠

Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠⁠:

“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”

We’d love to hear your thoughts or ideas for future episodes:

⁠⁠⁠⁠⁠⁠[email protected]⁠⁠⁠⁠⁠⁠

#DoGreatThings | #KeepKnocking