Episodes #318-325

Episode #318: Jean Eddy

https://outofthetrenches.podbean.com/e/episode-318-jean-eddy/

Jean Eddy is the President and CEO of American Student Assistance (ASA), where she develops and drives the overall strategic direction of the organization. Working with the ASA Board and senior management team, she is responsible for developing and driving the overall strategic direction of the organization in fulfillment of ASA’s mission. Jean provides leadership and oversight for ASA as it evaluates and implements new initiatives to help kids discover their education and career opportunities.

Tell me about a time you were in the trenches and managed to crawl out?

Too many times. Makes most sense- when she was in HS- but wasn’t there at a time where ppl weren’t trying to find their way. She was floundering. Went to a community college and got a good sense of what was. 

Talk to me about your new book Crisis-Proofing Today’s Learners: Reimagining Career Education to Prepare Kids for Tomorrow’s World: Worked in Higher Ed for many years before she became CEO of ASA. Many kids end up on college campuses not knowing why they’re there. They take too long to graduate or drop out. American Student Assistance help borrowers figure out how to repay loans. We have a situation in the U.S. with college costs & the return on investment. $90-100K investment. Conversation to help kids find out where they want to go.

One of your chapters is called “Defrosting the Frozen Classroom”, why do you refer to the way it’s always been done as a “frozen classroom” and how we can change it? she has great respect for teachers, they have a prescribed list of what they need to do. We learned a few things during pandemic, you can lean into digital learning, have them be project-based. Do more hybrid lessons. Lean into digital space & social media. Allow st’s to work at their own space.

You also talk about Ikigai, and the quest for it. How can students build self-awareness and what is your interpretation of ikigai in the educational space? Huge focus of AEA is starting early w/ self-awareness. Help a young person figure out what they’re good at. For a successful future, they need to become self-aware. 2 elements: what the world needs & what we can be paid for. Start showing them careers in MS, what’s available to them? There are going to be careers out there that align w/ their interests.

What is one of your favorite things you have accomplished as President of ASA? Did a strategic plan when she took over. Worked w/ borrowers about how students can repay their loans. By the time they left HS they’d have a plan. This generation is so digitally oriented, it’s the great equalizer. Explore, experiment, figure it out. ASA designs everything with students. Kids know what they want.

What is one thing you’d like listeners to remember? parents should start early helping students explore

Where can people find you online?  www.asa.org you can access programs- there are 50 million kids on their platform. LinkedIn, FB View this episode on YouTube: https://youtu.be/ysC38t00uh4

Episode #319: Don Parker

Episode #319: Dr. Don Parker | The Out of the Trenches Podcast (podbean.com)

 

Dr. Don Parker wrote “Be the Driving Force: Leading Your School on the Road to Equity” provides PD on how to build relationships with students of trauma, SEL and DEI. Don is a highly sought-after speaker and professional development provider. He specializes in supporting teachers to build trusting relationships with students and improving the culture and climate of schools to optimize staff and students experience. Dr. Parker is a former principal and served at Posen School in Posen, IL where he improved the school climate, staff collaboration, parent engagement, and student achievement. Previous to that he was the principal of Lincoln Avenue School, a K-8 school in Dolton, IL, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement. Dr. Parker has been an educator since 1997 with a background as a teacher, Dean of Students, Assistant Principal of Student Life, Assistant Principal for Curriculum and Instruction, and Assistant Principal for Activities and Athletics.

Trenches story: will share 1 from first year dean of students: started off w/ that after several yrs of being a teacher. 25% of the st’s were making 95% of problems. Knew what being a dean was like but was all the sudden asked what you’re doing w/ tardy policy, etc.  Was at a new school. Teachers weren’t used to working w/ st’s w/ SEL issues. Broke up fights every day.

One as first year principal: end of first year as dean, was called into principal’s office. St’s said they were going to have fights, she asked to suspend the st’s at the beginning of the next school yr. All the deans sat there 5:30 @ the last day of school. Was invited to breakfast the next day as a sign of appreciation. There was no breakfast. Instead, there was chart paper around the room w/ discipline, attendance data, etc. “I’m going to feed you all data for breakfast”. She asked deans to get into teams & decide how to improve things for next year. Don went through root cause of data. He was a doctoral student and studied how 0 tolerance policies were detrimental to school culture. He wanted to do authoritative counseling for P-Z alpha list. at end of yr, had 35% reduction in disciplinary infractions. A lot of schools try to still use antiquated policies that don’t work. 

As a principal, after interview process, superintendent let him know previous principal was fired mid-Feb. due to toxic climate. K-5 school on 1 floor, 6-8 on 2nd floor. MS & ES t’s didn’t get along. Behaviors were off the chain, attendance problem. Teacher morale was low, they didn’t believe st’s could show mutual respect. Asked if Don was ready for the challenge. Called a few mentors, in Sept. t’s talked about neither them nor st’s wanted to be there. These st’s this & that, they were in survival mode already. Gave t’s each a q-tip at staff mtg. Said he felt like there was an empathy gap @ school. T’s took st behavior personally. Q-tip= Quit Taking it Personally. They had to teach what compassion & empathy looked like. We had to touch the heart before we touch the brain.  District implemented RJ program. Over the course of the next 2 yrs, armed self w/ SEL strategies, implemented PBIS w/ fidelity. Culture & climate improved drastically. As a dean, he didn’t buy into PBIS. He realized that if you encourage st’s to do the right thing it reflects on positive behavior. “What gets monitored, gets done”. Reward them for doing the right thing.

Talk about your book “Be the Driving Force: Leading Your School on the Road to Equity”: how to promote equity to help all st’s and staff be successful. He wrote about RJ, supporting LGBTQ+ students, trauma-informed care. Had written a book Building Bridges, Engaging  Students Through the Power of Relationships for t’s on tips/strategies for kids w/ challenging behavior. How to build bridges for st’s who come from trauma background. As administrator, had been working w/ the achievement gap. Asked ?’s on how to close the achievement gap for principals. In this book, he used the analogy of driving force. Ongoing analogy- he has a love for cars. It has something to do w/ driving or part of the car & how it’s tied to leadership strategies. This became a passion of his. Black & brown st’s aren’t successful b/c of these antiquated policies.

When did you leave the principalship to go into FT speaking? 2022. Is more of a speaker than a consultant. Works w/ schools, provides PD for t’s. During COVID was asked by ppl how to build relationships w/ st’s. After COVID ended, he resigned. He teaches t’s how to build relationships & help them provide st’s w/ a sense of belonging. It all stems from his doctoral research. What can school leaders do to help st’s w/ SEL issues become more successful.Alot of educators don’t know how to do authoritative counseling. Ever since he earned the degree in 2006 he’s been doing this.

Not sure (don’t ask) Conferences early fall:(he’ll find out) He’s transitioned from speaking at a lot outside of Chicago. 

Professional Goals this year in terms of your speaking: spread the msg of being a trauma-informed educator. Help t’s improve the whole school experience for their st’s. He wants to improve teacher efficacy. 

Out of everything: his motto is “Bringing out the best in teachers so they can bring out the best in students”. How they can better accommodate the learners. 

Where can ppl find you? www.drdonparker.com  

X @drdonparker1 FB @drdonparker  he encorages ppl to find him to collaborate 

View this episode on YouTube: https://youtu.be/4fZqEC4yHeU?si=TArC0HzpWs3CgO22

 

Episode #320: Pablo Munoz

https://outofthetrenches.podbean.com/e/episode-320-dr-pablo-munoz/

 

Pablo Muñoz is the managing director of Muñoz & Company, an educational and leadership consulting organization. A first-generation high school graduate, Muñoz earned a bachelor’s in psychology from Yale University and a master’s in educational administration from Columbia University. He has thirty years of experience as a teacher and administrator and was a superintendent for sixteen years. Muñoz was named one of the George Lucas Educational Foundation’s Daring Dozen—a prestigious group working to reshape the future of education. He is the son of Luz and Pablo Muñoz, both from Aguada, Puerto Rico, and the proud father of two daughters, Cecilia and Sadie.

Trenches story: in book ch. 7- “Leading with Resilience”- he leads into the chapter w/ this. 2011-12 He has 1 foot into it and 1 foot outside of it. was superintendent in Elizabeth, NJ. 2 political camps, BoE, mayor and state senator. They battled for political power. There was “brass knuckle” fighting. Political battle w/ Elizabeth, NJ and how he was caught in the middle. Pablo struggles with anxiety & depression, wasn’t in great spirits, and then called therapist, was in hospital for 12 days. Got psychotherapy, med. Then did intensive outpatient care. 3 days/wk group & outpatient counseling. Finished off the superintendency & moved into another district where there were less political issues. Talks in book about what he used to help him w/ resilience. Learned about resilience in outpatient care when depressed. He highlights the 988 hotline in the book as well. 

Talk about The Leader’s Algorithm: How a Personal Theory of Action Transforms your Life, Work & Relationships” ch, 7- leading with love, has been out for 1 yr. Still marketing it. Not so much an academic read. What it has are stories from other leaders. Ch. 2-8 focus a lot on his upbringing, baseball & educational career. Ch. 7- really personal. It goes back to his intensive outpatient care. At 1 point they were showing videos, and a husband was featured because he wanted to highlight pp who were struggling with depression. Both mental & physical illnesses are ones that need to be treat with sympathy & empathy. He hadn’t talked about it until he wrote the book. He had beta readers read the book at the end of the editing stage- someone said this may actually save someone’s life. His book talks about successes & failures. 4 major concepts. He highlights 988-the suicide & crisis hotline. He also talks about staying centered, 7 habits of highly effective ppl.  

 

Talk about John Maxwell’s influence on your leadership, as his books are displayed on your website: He has a Maxwell leadership training program. Maxwell is the world’s best leadership expert. “Minute with Maxwell” daily newsletter. Munoz is Maxwell leadership certified. He’s able to use his materials to do coaching. He tries to include Maxwell pieces when he has leadership classes to teach. 5 Levels of Leadership is the best one in Pablo’s mind. James Patterson is also another author he likes to emulate. Maxwell teaches equipping, shares stories from all over the world, business, govt or church example. When Pablo completed the Brode Academy, got Maxwell’s book as a parting gift. If you 

were to read 1- read The Five Levels of Leadership. Leadership is influence, nothing more, nothing less. It’s not that you’re at any particular level at any time. You’ll be amazed at where you’ll pick up solutions. Read wide & deep in other genres, fiction or nonfiction. It’s all about interpersonal relationships with staff. 

Talk about your podcast, Latino Leaders (prek-12 current & aspiring school admin) & things you’ve learned about podcasting: publishes every Mon., has 15 recorded. Stumbled into it. Produces it- from learning how to edit, record, managing website, reaching out to guests. Writes guest guides. Created his own thing. Researched how to be a podcaster. Learned to stay in his Latino niche.  Has interviewed school leaders, board members, leadership experts, others who have experience working w/ John Maxwell. Non-profit leaders too. 

Talk about your article https://som.yale.edu/blog/tbc-alumni-journal-leadership-requires-personal-theory-of-action written in 2021: the article launched the writing of the book. Had reached out to Brode Center about potential jobs as he was getting ready to retire in April 2021. What could help is if he wrote, he’d get his word out there. Started outlining the book after the article was published. At this point, the Brode Academy had given Yale $ to run the academy. It was a certificate program to get superintendency training. The 2nd program is the Brode Residency. For folks from all walks of life who’d like to work in school leadership. 

Out of everything: if you’re stuck in a trench, or in crisis, don’t wait, call or text 988  (Natl. Suicide & Crisis hotline)

Where can ppl find you? @PabloMunoz LinkedIn  www.themunozcompany.com lots of free content. Downloadable documents, free chapter of book. pablo@themunozcompany.com go on his webpg- feel free to interview all of his previous guests.

View this episode on YouTube: https://youtu.be/gB4ctHJi0E4

 

Episode #321: Danielle Lindner

https://outofthetrenches.podbean.com/e/episode-321-danielle-lindner/

Danielle Lindner started her own preschool in New Jersey and has taken what she’s learned in her years as an educator (and as a mother) and poured that knowledge into a parenting pocket guide. She thrives on helping parents through the difficult preschool years, all the while using her wit, humor and caring demeanor. 

An esteemed educational consultant in early childhood education and a renowned parenting coach, Danielle Lindner is also an accomplished entrepreneur and author. She holds an MA in teaching and elementary education (Hons.) from Fairleigh Dickinson University and is the founder of The London Day School, a prestigious institution that provides a nurturing and enriching environment for young learners. Danielle was recognized as a Top 25 Leading Women Entrepreneurs by Leading Women Entrepreneurs & Business Owners (LWE), a networking home to an impressive roster of talented female entrepreneurs. Visit http://www.daniellelindner.com to learn more about Danielle, her new book “Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge at a Time,” or to request a parent coaching consultation.

Danielle has published numerous children’s books, designed to raise caring kids. Recently, she published “Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge at a Time,” to help parents handle their two to five year-olds. Danielle would be happy to discuss the transition from preschool to KG as well as the challenges teachers may encounter at the KG-2nd grade level with separation anxiety.

Trench story: when she taught KG. Girl w/ beh. issues. Parents didn’t want to partner. Has 26 kids, no aide.She realized parents were always late pickup. They didn’t put her needs first. She became t’s helper. Danielle made her a judge. She got more control over her environment, she became the best student.

Talk about your new book “Parent’s Pocket Guide to Surviving the Preschool Years: One Challenge at a Time,” Can be stretched farther than preschool. Seminar she did was also focused on how long a parent could keep the child in preschool. As a KG teacher, she saw not every child has gone to preschool. Assess as a t who has gone / who hasn’t. You may see who is socially & emotionally advanced. We saw this during COVID when kids came in at 3-4 who didn’t know how to share. Language was so behind. ES teachers should encourage parents to send 

Talk about how you’d advise parents who have younger siblings of students who are currently in K-2, how they may consider sending the younger students to preschool. As a kindergarten educator, they have a balancing act, kids with auditory processing, ADHD that doesn’t get diagnosed until 1st or 2nd grade. Parent dynamic- giving students an extra year of K. There isn’t a stigma keeping a student in. They serve so many kids at London Day School-they can gauge whether or not kids are hitting milestones. These services in early childhood are free. Danielle has a daughter with auditory processing issue, didn’t know until the end of 1st grade

Separation anxiety can be traumatic for children, but just as difficult for the parents. Do you have any advice on how to manage it? The teacher should build a good relationship w/ parent from the get-go. Do a newsletter or meet & greet. It could be a new school. Send out a questionnaire about a child.  Parent could help w/ center time. There’s a lot about how the word is, when leaving the comfort of their “cocoon”. 2 things: #1: the parent has to show they’re comfortable sending the child to preschool, not showing trepidation. #2- have good communication w/ the school about the fact the child didn’t go to preschool or was in KG in another school- ask to do a soft introduction to a new environment. Parent advocacy- asking if it’s ok to drop student for 2-3 hrs, gradually building up in amount of time. It’s the student trepidation is the parent coming back and on time?  Be positive around kids about their experience.

You use the term “trickle down education” a lot. What does that mean? She means that parents have a certain expectation for their kids- don’t always model the behavior they want from their children, like being on their phones or being rude to strangers. Kids want to please their parents so they copy it. F. ex. showing value of politeness. 

Biting and other behaviors such as touching friends, being fidgety, taking things from others are often a problem KG up to 3rd grade. What strategies can parents apply to get children to stop? If they’re biting, orally fixated there may be a dental problem. Give them a rubber biting necklace to keep in their mouth. For fidgety kids, look at the chairs and see if they’re kid-sized. Give students an out- a few minutes of a break. Sometimes the CR is too structured, they need to take a break. It gives them stewardship. Have a basket with activities they can do. Fidget spinner, clay, play doh. 

What is the number one thing parents should ask a prospective elementary school when they are interviewing them? Very similar to preschools- depends on if they’re looking at private vs. public KG, Ask things like ratio st to teachers. Breaks, specials, sped, after school activities. Such parents can ask if they’re moving. Ask about education & behavior management philosophy. How do they handle neurodivergent kids. Worst is to send a child to a school where everyone has to fit inside a box. They all learn differently. T’s need to adjust their style to kids’ learning needs.

Appearances in the summer on TV:  WPHL-TV, CW Philadelphia, PA https://phl17.com/phl17-news/moms-today/surviving-the-preschool-years/

We uploaded the WPHL-TV segment on YouTube: https://youtu.be/YuDK3qBkqls

WUSA-TV, CBS Washington D.C. “Great Day Washington”
https://www.wusa9.com/video/entertainment/television/programs/great-day-washington/tips-for-parents-on-surviving-the-preschool-years/65-7b14bb3f-2c11-4f65-b65b-fb078ca4b215

We uploaded the WUSA-TV segment on YouTube: https://www.youtube.com/watch?v=fmlEJqvzC0k

WAGA-TV, Fox Atlanta “Good Day Atlanta”: https://www.fox5atlanta.com/video/1440272

We uploaded the WAGA-TV segment on YouTube: https://www.youtube.com/watch?v=dz7hQG49ORc

 WFSB-TV, CBS Hartford, CT “Mommy Mondays” segment: https://www.wfsb.com/video/2024/05/06/mommy-monday/

WFSBA-TV segment on YouTube: https://youtu.be/cB80AFn84Gc

 Out of everything: just breathe, don’t be too hard on yourself. Don’t feel ashamed about finding a parent coach.

Where can ppl find you online   https://daniellelindner.com/ IG: @danielle.lindner  

View this episode on YouTube: https://youtu.be/W3fMy_dhM48

 

Episode #322: Dr. Matthew Zakreski

Episode #322: Dr. Matthew Zakreski | The Out of the Trenches Podcast (podbean.com)

Matthew Zakreski “Dr. Matt”PsyD is a high energy, creative clinical psychologist and professional speaker who utilizes an eclectic approach to meet the specific needs of his neurodivergent clients.  He is proud to serve the Gifted community as a consultant, a professor, an author, and a researcher.  He has spoken over 400 times all over the world about supporting neurodivergent people.  He is also a frequent podcast guest and can be found on many different platforms.  Dr. Zakreski graduated from Widener University’s Institute for Graduate Clinical Psychology (IGCP) in 2016.  He is the co-founder of The Neurodiversity Collective which provides therapy, IQ testing, coaching, and consulting. 

Trenches story: Has to take a step back to take a step fwd. First job out of college was in travel sales. Great for someone really out of college. Thought he’d be there for the rest of his life if he took a promotion. Was “shunted” down a particular path.

His role takes on a lot of different shades. He advocates for kids in the district. Often districts come to him and say that they’re not doing right by the kid. He’s done “every job” with kids in and out of hospitalization. Has had every job in the mental health world espeially with interfacing schools. The schools want to do well by our students.

Wait… so my brain is different? There are “neurotypical” brains that develop like an age-appropriate peer. There may be a neurodivergent student whose brain/behavior functions at a lower than age-appropriate level. Differences aren’t deficits. We need to meet ppl where they are. We can talk about social-emotional, parents who want to do homeschooling/unschooling. He has felt a bigger shift now due to his feelings around homeschooling. As long as it’s done w/ rigor and intentionality it can be customized. His returns to the fact that gifted ed is sped. It needs to trickle down to the extra curriculars. We have kids who are in MS who have the cognitive level of HS student. Often he talks to parents and says, “you have to parent the kid you have and not the kid you wish you had”. 

How do I advocate for myself as an employee or my students who have different brains? The more we learn about supporting neurodivergent ppl, we find out what type of job is accommodating for your brain. Make the process easier for you. Employees can advocate b/c they’re covered by the Americans for Disabilities Act. Parents often realize they may have some traits their students are getting diagnosed w/. Same principles are working at the office. Resources exist for them as well. The more we draw attention to it- the core concepts, 

How can educators better plan for the upcoming start of school, based on the students they get in their classes, esp if they’re head about a certain neurodivergent student from other teachers? 2 exceptional students f.ex. Do meta-communication- talk about talking. Tell st you want to know the things they know so you can make it better for them. Conduct individual interviews w/ st’s. Send academic content through the lens of what st’s like to do/talk about. Do science experiment inspired by a video game. If a st doesn’t want to read a particular book on reading list, find a book that’s similar. We have options that allow us to play to our strengths. We can apply it through the lens of what kids want to learn. They want to have a seat at the table.

Impostor Syndrome: Why do I feel like such a fraud all the time? being neurodivergent makes you more susceptible to having impostor syndrome. It’s an anxiety-based phenomenon. Difference can be overt of implied. F.ex. being the 1st person in family to attend the univ. Many ppl think it’s just them. Here’s what it means, and here’s how you take steps to deal w/ it. “If I’m perfect, they can’t catch me”. Perfectionism-these 2 go hand-in-hand. If I do it perfect, they’ won’t know I’m a fraud. He can talk about how our high achievers and how it affects them social emotionally. He does PD’s w/ version of the RST test, naming as many words as you can starting w/ the letter “s”. T-give them a high baseline, the 2nd one is low. A lot of kids feel “If I was any good at this, I wouldn’t make mistakes”. You want to get better at things. The student is more distracted. Layer in SEL to working w/ neurodivergent kids. You have to do it. It’s not when you get to it. These 2 are things you suffer in silence for. It starts to feel like it’s the only way forward. There have to be lots of ways to achieve things. The further you go in your academic journeys, spend more time on the things you care for.

Why do you do this work? What led you into the work? He grew up as a G/T kid in NJ in ‘90’s. He was so smart that nobody noticed. Despite the good district, they didn’t have a lot of resources. He wanted to work w/ kids like himself. Gifted is so much more than being smart. If we treat kids only as being smart it’s like treating kids not being able to read.He wants to be the person he didn’t have as an educator.

Your tips for developing resiliency as educators?his job is teaching kids & families to be more resilient. Resilience doesn’t come just from working hard. It’s easy to say “it will come when they just grind”. Do resilience in small, targeted chunks. Yerks-Dodson law- if it’s too easy, we don’t engage. What’s the best level to do it for the kid? Normalize struggle in the CR. A t he knows yells out “struggle check”. 

Out of everything: the world is built for neurotypical ppl. You need to make sure differentiation is accessible.

Where can ppl find you online: https://www.theneurodiversitycollective.com/  speaking/training www.drmattzakreski.com

https://vimeo.com/drmattzakreski

https://www.facebook.com/drmattzakreski/

https://www.linkedin.com/in/matthew-zakreski-0a32358

https://www.psychologytoday.com/us/therapists/the-neurodiversity-collective-succasunna-nj/1254692

https://www.theneurodiversitycollective.com/ (For Therapy)

Https://www.drmattzakreski.com (For Speaking Engagements)

Fall conferences: AL, TN, IL all state Gifted Associations as keynotes IN G/T as a featured.

Alabama Gifted Association, Tennessee Gifted Association, and Illinois Gifted Association as keynote speakers. And then the Indiana Gifted Association as featured speaker (look up links to these conf).

If you’re interested in learning more about your brain, how it works, and how that affects you, please contact Dr. Matt and his team.  The Neurodiversity Collective can provide everything from individual therapy to booking keynote speakers for your conference or event.

View this episode on YouTube: (part 1) https://youtu.be/YbXoPV0s44s

(part 2) https://youtu.be/3bVsR2sENqA

 

Episode #323: Jay Schroder

https://outofthetrenches.podbean.com/e/episode-323-jay-schroder/

As a classroom teacher, Jay Schroder’s pursuit of excellence led the Oregon Council of Teachers of English to award him with the High School English Teacher of Excellence Award in 2021, and in 2022 he received the High School Teacher of Excellence Award from the National Council of Teachers of English.

 Jay is the founder of the Teach from Your Best Self professional learning program and author of Teach from Your Best Self: A Teacher’s Guide to Thriving in the Classroom.

Trench story: early in his teaching career, teaching HS English, he started writing comments in the margins like his college professors would write. He spent the entire day grading papers on a Sunday, very meticulous. Waited for students moments of “aha” from students. They just stuffed papers into their backpacks. He gave up an entire day’s worth and the gain was 0. He had to invest more time into return on investment. He suffers from chronic fatigue syndrome. After, this he made a rule for self not to take work home. Set students up with an engaging activity, conferenced w/ them one-on-one. St’s thanked him for these convos. It was a mindset shift- what are ways to use your time better. When he started conferencing, he’d upped his classroom management game.

He mentions time, energy and attention- resources we have to facilitate st learning, they are finite. Bandwidth. It takes away from being present w/ st’s in order to make a positive difference. Behavior issues get minimized them. Classroom culture that supports the best in all of us. We need to double down on the humanity of our ppl. Return on investment. All what he presents now comes from learning from his struggles.

Talk about your book:” Teach from Your Best Self: A Teacher’s Guide to Thriving in the Classroom”. It’s good for t’s who are both new or for those whose passion is starting to dim. How to keep strength and clarity alive. As a new t, there was a built-in feeling of failure. Veteran t’s just complained. He visited a new t colleague a lot who would be in tears. Chapters to highlight: An overarching theme is return on investment. All of the modules hang on how he minimizes his return on investment to stay in teaching for the long haul. We’re so used to giving everything we’ve got. We don’t always think of the st’s in the future that will keep them in the profession. We often throw non-trained t’s into the CR. It requires a level of deepened capacity. He started working on this in 2019. Originally envisioned it as a PD. It’s kind of a love letter to teachers. Really says t’s are the “golden goose” in edu. We enter teaching thinking we know it. We can talk about influence & control. F.ex. that we should be able to control student learning. We have influence though. We need to be aware that we only have the influence, f.ex. with CR management. It’s exhausting to feel like we have control over things we don’t actually have control of. We can’t let it deplete your whole life. Results are very low. His book is designed to help t’s build the capacity to stay themselves in the face of the “storm” of edu. We need to create cultures where t’s feel supported, happy, the environment gives them the autonomy to be at their best. When we overmanage, t’s become reactionary. System will still wear ppl down. Prioritize teacher well-being. 

Recent articles by Jay: https://districtadministration.com/educators-support-each-other-best-selves-jay-schroder/adm support and teacher retention: it’s tough and there’s not easy answers. We’re very much affected by our surroundings. Getting under the lens of negative scrutiny creates a lot of anxiety. Limbic system signals reptilian brain to start taking over. You’re not going to be your best in this kind of stressful environment. Micro-management pushes teachers deeper into the survival mode. We need to lighten the stress load on t’s. Do deep reflection. It’s the story you tell yourself about circumstances. F.ex. not taking a supervisor’s comments to be devastating. Humans can’t sustain stress, pressure, day in & day out. 

https://www.forbes.com/sites/markcperna/2023/11/07/rethinking-the-value-of-one-of-americas-greatest-untapped-resources-teachers/?sh=553d87313543

https://corp.smartbrief.com/original/2023/11/what-teachers-need-isnt-more-to-do

https://www.routledge.com/blog/article/avoiding-burnout-through-a-mindset-of-acceptance?utm_source=link&utm_medium=author&utm_campaign=B048278_jm2_6ap

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Leads trainings that he’s like to highlight: he was in the CR as of last June. He was writing the book, leading cohorts, helped educators, decided to do this FT. Works for S OR Educator Network.  Is currently working locally with S OR network.  He leads cohorts. He’s available if ppl want to reach out. The big trainings are 1 wk in the summer then integration during school yr 1x/month. It helps educators shift their behavior. Does things w/ Natl. Writing Project- how to use writing to heal from trauma. Goes around to local schools & does diff. trainings.

What is one thing you’d like listeners to remember? crux of his book is that the self you teach from matters more than what you do. I’m an effective t if I do all the things alot of ppl think. We’ve been trying that approach, but it burns ppl out. What if the self you bring matters more than what I do? I maximize things I want st’s to learn. Mirror neurons- hold your best self- then st’s will self-regulate. Maybe (?) the self that I bring matters more than what I do. 

Where can people find you online? www.teachfromyourbestself.org contact him via there. LinkedIn, X @jayschroder  he sends out newsletters 1x/month send links when this comes out View this episode on YouTube: https://youtu.be/s3eT2sI3G

 

Episode #324: Adam Stolzer

https://outofthetrenches.podbean.com/e/episode-324-adam-stolzer/

 

Adam Stolzer is principal of Burwell Junior/Senior High School in Burwell, NE. Currently in his 2nd year as principal, he has been extraordinarily intentional about his approach to instructional leadership. Talks about Instructional Leader Visibility & Presence (Principal Center Radio episode).

Trench story: different at different points. Son was born right at end of 1st yr. Management vs. leadership. Felt either fully invested or removed. Took a leap & got into mobile office. He was always on his computer. Follows Principal Lamb and got this idea.

How have you grown as a leader in the past few years? His presence, he uses mobile desk. He was a teacher at the same school for 7 yrs first. New teacher mentorship, processes, staff involvement in terms of valuing their input. 

Principal Center’s Instructional Leadership Challenge: Justin Baeder was his first mentor before he became an instructional leader. He gave Adam a why & how. He read his books. Helps t’s grow in their instructional practices. The biggest thing is how to be visible, not just being visible. Talk to staff about what do you need from me today? 

New teachers- power of walkthroughs, proximity is key. Will have 2 new ones. 2 yr plan with mentors. Gets staff there in the summer if they can. FAQs. Helping them get used to walk throughs. Have mentor t give feedback before it’s his time to observe. 

How was the leaders’ visibility when you were a teacher? They only came when there were formal observations. It was just to check in. He didn’t think that’s what leadership was. Current super. started walkthroughs before Adam became principal. For 6 yrs there were no eval processes before Mr. Maynard. He learned how to do it the right way. You may not see everything like “checking for understanding” when you walk through. Added google form. Undocumented one are just as important. Justin’s cards are a great way to start, it’s not just checking a box. Misconception- you have all this paperwork/reports you “have” to do. They’re doing mentoring mtg with a brand new ES principal. 

Going on walkthroughs, even w/o taking notes can be a cup filler: During documented walkthroughs you’re just focused on rubric. Loves seeing teachers share their passion. Seeing an engagement strategy t’s share after PD.

Wants to take a more active role in his state at promoting edu leadership. Connecting edu leaders across the state. Wants to start a podcast for edu leaders across NE. #Cornhuskerchats on X. Was a coach for a while, in there & as school leader ppl want to share & support ppl. Admin days in Kearney.

 Speaking engagements: admin in NE, will do a presentation July 24-26 on being a young principal, “I’m a Principal, Now What”? Loves going to conferences & having impromptu convos w/ other leaders. He wants to start NE Cornhusker chat podcast. His district is quite rural, it’s him, superintendent, ES principal. 1.5 hr to closest Walmart. 

What is one thing you’d like listeners to remember? be where your feet are. It’s not the grass is greener. Water the grass where your feet are. Then you’re gonna see things grow. Invest in your ppl. Cultivate your staff/st’s.

Where can people find you online? #cornhuskerchats X@adamstolzer28 FB@adamstolzer

View this episode on YouTube: “Out of the Trenches” podcast episode #324: Adam Stolzer

AI summary & outline:

Adam Stolzer and Dana Goodier discussed their experiences as principals, focusing on the challenges of balancing management and leadership responsibilities. Adam shared how he overcame this challenge by moving towards a more mobile office setup. Dana asked follow-up questions to delve deeper into effective leadership and mentorship strategies, emphasizing the importance of visibility, growing teachers, and providing genuine and specific feedback. Both speakers emphasized the importance of collaboration and sharing knowledge to improve educational leadership. They also discussed the significance of being visible in classrooms and conducting walkthroughs, highlighting the value of spontaneous walkthroughs in improving student learning and teacher morale.