Learn about a well-established program that has senior students serving as mentors to incoming freshman. Terrence Johnson, the designer and implementor of the program at Cumberland Regional High School in NJ, provides details around the program’s elements. Alumni mentors return as part of new mentor training and share their experience of the program’s lasting impact on them post high school. As you listen, consider insights for initiating or strengthening your programs.

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“What to do when the magic is missing?” is the question that Foley Burckardt, a learning coordinator at the University of Chicago, explores in this podcast. How can coaches assist teachers who find themselves burned out, frustrated, fatigued, or rudderless do a reset?

Email Foley: [email protected]

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The author of, "I Used to Think I Was a Fair Grader. Now I look Back and Cringe," Sarah Morris, shares the unconscious grading decisions she made as a teacher. As she learned about the impact of inequitable practices, she found changes she could implement that did not need any change in system policy. As an education policy researcher, she provides the needs for change and the possible alternatives.

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Dr. Andrew Crouse, the superintendent of the American Cooperative School in La Paz Bolivia, shares insights around school leaders being coached, coaching administrator and teacher leaders, and building coachability. Consider the characteristics of coachability and how you promote them.

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Students can gain many benefits from cross-grade mentoring and peer-pal opportunities in academic, social emotional, and life skills success. Research shows such programs can generate a school environment that is more inclusive and supportive. Hear the results reported by educators at both the elementary and secondary levels.

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lliot Aronson, an American psychologist known for his pioneering work in the fields of social psychology and cognitive dissonance, explored the ways that people's attitudes and beliefs can be influenced by peer pressure, group dynamics, and cognitive inconsistencies. His work led to the design of the jigsaw strategy used in classrooms. Consider how elements of his work apply to instructional coaching.

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Judy Thompson shares her views on how our traditional, "industrial" schooling model needs to change. Her focus on coaching and facilitating learning emerged as she recognized how teaching English as reading and writing wasn’t leading to success with the language. Consider how her thinking supports your desire for maximizing student learning. 

• Teachers talk-----Facilitators listen
  

Visit Judy's website here.  

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Authors, Landon Mascareñaz and Doannie Tran share insights from their work with creating open systems for change that can have implications for being open in our classroom environments. They explore what it would mean for teachers to be democracy builders?  

John Dewey - "What direction shall we give to the work of school so that it the richness and fullness of the democratic way of life in all its scope may be promoted?”

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The complexity of teaching and learning provides for great educator learning and satisfaction. Coaches assist educators in the conversations, reflection and conscious practice that are key to continuous teacher learning leading to increased student progress. Coach and teacher need to let go of having the right answer and focus on creating and discovering how to impact maximum success.

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Landon Mascareñaz and Doannie Tran, the authors of "The Open System: Redesigning Education and Reigniting Democracy," share their insights for building future education plans alongside students, families, and communities instead of using our historical, closed, top-down approaches. Consider how your leadership lifts up others who will work to move co-created initiatives forward in their own ways.

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!