My staff have started to read "Finding Your Blindspots" by Hedreich Nichols and we are diving deep into this practical text as we engage in reflective dialogue around our own biases. This series will aim to capture my own perspectives as we navigate the eight principles outlined in this Solution Tree best-seller.

These first two chapters focused on examining your own biases and confronting the inevitable shame and guilt felt during this process. Hedreich suggests using a tool such as the Harvard Implicit Bias Assessment and sitting with the results regardless of how surprising they may be. The second chapter focuses on confronting that guilt and shame without allowing it to drive you into a safe space or become confrontational - both practices that prevent the roots of the bias from being addressed.

Be sure to tune in again on September 29th for a recap of the next two chapters.

In the meantime, be sure to pick your own copy so that you can follow along this journey of self-discovery.

In this episode, I chat with Mike Rutherford, the founder and CEO of gotLearning. He has been a teacher, instructional technology coach, school district EdTech director, founder of the K12 group at Blackboard, Vice President of Business Development at Just ASK Publications & Professional Development, all before returning to the classroom as a 6th grade humanities teacher at International School Bangkok in Thailand where he built version 1 of gotLearning in his classroom.

During our conversation, we talked about the need for streamlining feedback to our students. In an age where information is consistently streaming in, we, as educators, need to be able to replicate that in our classrooms. After all, if companies can build systems to improve individual experiences, why can’t we do similar work in the K12 space? Mike points out that such shifts in practice not only benefit the students but also improve educator experiences as well. He compared teaching to running 5 to 6 hour long meetings with 30 clients everyday. Even the best CEO would burnout under those circumstances. 

Ready to hear how an entrepreneur is shifting the eduworld? Let’s go!

In this insightful podcast episode, I delve into a profound perspective on the tradition of "The Crucible" – as a tool wielded by marginalized students to navigate the complexities of their educational experiences and gauge the potential of their relationships with teachers. Join me as I explore how this unique ritual takes on new meaning when seen through the lens of empowerment and advocacy.

"The Crucible" has historically been viewed as a platform for intellectual challenge, where students test their educators' convictions. However, when marginalized students step into this arena, it becomes an instrument of self-discovery, representation, and equity. In this episode, we embark on a journey to understand how this ritual becomes a transformative force for those who often find themselves on the periphery of traditional educational narratives.

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For most of us, as educators, the term pedagogy is one with which we are extremely familiar. It refers to our instructional approaches. Right? Well ... kind of.

During my recent IB training in Austin, we discovered a new term which made us think about our instructional approaches in a new way. Pedagogy actually refers to instructional practices designed for children. They are traditionally teacher centered wherein the teacher is the controller of knowledge. You know, the "sage on the stage." Meanwhile, andragogy refers to instructional practices designed for adults. This approach shifts the teacher into the role of a facilitator and relies on the intrinsic motivation to learn and grow as a person.

What is our teacher training practices instilled within us a reliance upon using pedagogical approaches, despite the shifting trends towards andragogical approaches? What if this has contributed to the declining academic performance of our students? What do you think?

In this episode, I chat with Joshua Stamper, the Training and Development Specialist for the Teach Better Team and manager of the Teach Better Podcast Network. Prior to Joshua's current position, he was a middle school Administrator, classroom art educator, and coach. Joshua is the author of Aspire to Lead, podcaster, leadership coach, and education presenter.

During our conversation, we talked about behaviors in our school. All too often, we punish students who fail to meet behavioral norms while failing to recognize that these behaviors are actually their way of communicating with us. What would happen if we stopped reacting and started listening?

There are those of us who have been fortunate enough to be given the opportunity to share our experiences with other educators. Whether through conferences, screens, or texts, we spend time encouraging educators to grow and improve their craft through a number of strategies. I wonder, however, how many of us actually practice these same suggestions on a regular basis.

This episode shares a recent experience that I had while attending an IB training in Austin, TX. In this case, I was not presenting but was an attendee. All was well until someone in the room recognized me and I had a moment of internal conflict. Do I maintain a facade of being an educational guru or do I lean into the vulnerability that comes with being The Lead Learner?

Dr. Brandon Beck is an educator, speaker, coach, and author of "Unlocking Unlimited Potential: Understanding the Infinite Power Within to Guide Any Student Toward Success." As a keynote speaker, Brandon is best known for his inspirational storytelling that is directly connected to authentic activities which build upon the ultimate goal for all... Unlocking Unlimited Potential.

He is also the host of the "Unlocking Unlimited Potential Stories Show," a live show and podcast where he interviews inspiring people sharing their inspiring stories. Brandon is a National Board Certified teacher and also holds a Doctorate in Educational Leadership. 

His primary purpose is a simple one: “To inspire people to have faith in themselves and believe in their inner genius.” 

He has been an elementary teacher for 18 years and a monolingual, bilingual educator for over 12 years.  He is also a college professor, consultant, Results Coach, an editor and reviewer for AASA Journal of Scholarship & Practice,  a regular keynote speaker at state, regional, and national conferences.

Dr. Beck is also a Mutt-i-grees National Trainer. Mutt-i-grees is a program designed by Yale University’s 21st Century in partnership with North Shore Animal League. The Mutt-i-grees curriculum is an innovative Pre-K - Grade 12 social emotional learning program that brings adopted shelter dogs into schools. 

Dr. Beck is an entrepreneur and professional soccer coach. He is currently a nationally certified instructor for the United States Soccer Federation. Throughout his career, he has coached teams that have won numerous state, regional, and national championships.     

A series of recent events including a delay at the airport and our back-to-school leadership series resulted in a much needed reflection about our perspectives and attitudes regarding our roles at work. While we often criticize the younger generation about their apparent lack of concern for their jobs, their approach may be just what we need to combat the steady and drastic rise of mental health issues stemming from our workplaces.

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