Episode #327: Tim Cusack, EdD & Vince Bustamante, EdD
https://outofthetrenches.podbean.com/e/episode-327-tim-cusack-vince-bustamante/
Tim Cusack, EdD has more than 30 years of experience as an educator and naval warfare officer with the Royal Canadian Navy (Reserve), and currently serves as Dean of Education at Concordia University of Edmonton.
Vince Bustamante is an instructional coach, curriculum content developer, and author who resides in Calgary, Canada who has co authored two bestselling books with Corwin, Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning.
Trench story: Tim: just taken on a new role of Chief Deputy, was working w/ APs. Wanted to learn how to best serve them. Dug deep. Got out of trench to understand where he was at to serve them better. Vince: took a ss dept. chair role. Was younger than the average chair. Needed to show he could figure out what was best practice for the dept.
Talk about your new book you co-authored Leader Ready: Four Pathways to Prepare Aspiring School Leaders: They can give a brief what led you to collaborate. They go back to 2012 when they worked at same JR/SR HS, Tim was principal, Vince was a social studies teacher. Have collaborated together in the school division they previously worked at. Vince followed him to a different role. Vince was working on mastery learning syllabi. Also when Tim finished doctoral research, they collaborated on it. Vince is the newer leader. Tim was the deputy chief superintendent. He looked at PD of 150 principals & 100 AP’s. Looked at last 50 yrs of research & what to do to better prepare aspiring leaders. Leveraged voices, and found out what would be best. Didn’t seem to know what was best. It was a basis for an AP to go from that role to the principalship. They needed a methodology that was scalable for teachers as well. There’s been a lot of research about what we should be doing. Being more intentional for practical ways to achieve success. They learned self-efficacy. Book is based on Tim’s doctoral research. It’s based on seeking out leadership candidates, give them deliberate preparation. 4 components. Vince didn’t know he was ready, Tim tapped him on the shoulder. Is also if you’re in a teacher leader role. Pilar: Creating Culture for implementation- when you’re first teaching, it’s very linear. They didn’t subscribe to that, there are other pathways. Figure out who are the talented ppl. We too often look elsewhere. They borrow from Haddie’s skill, will & thrill. Comes into play w/ 2nd career teachers. Will-what are their dispositions. Trill-what are their motivations? They have overzealous ppl vs. ppl who don’t know they’re good for a leadership role. What are we doing to create an opportunity for them to dip toe into leadership opportunity. Principals-how to engage in active listening.
Some work you’re doing w/ leaders in Alberta? Leader-reader and teacher-ready quality standards. Tim can talk about more what’s happening w/in the province. Alberta is looking to expedite teacher certification. How to attract and retain quality teachers. Leader ready looks at shining a light on classroom teachers. We don’t always pay attention to the attributes teachers bring with them day to day. We need to have them feel more connected & engaged. They’re looking more at what traditional barriers are. What is the heart matter of teaching? What are challenges we anticipate around the corner? Tim’s sons are going into teaching. How can we look at reclaiming the narrative of what it looks like to be a teacher in today’s society? Collaboration b/w unions, provincial leadership, etc. 61 publicly funded school divisions in AL. There are slight variations w/ school boards..
Upcoming projects you’re collaborating on: a series that will be released in May ‘25. There are no titles or order- but they’re thinking a theme like Star Wars prequels. One will be targeted towards new t’s, mentors, etc. Have opportunities for mentors to have conversations w/ teachers using the text as their guide. 3rd part of the trilogy will be systems-level leadership. Are working on both projects simultaneously. How to have t’s connect w/ school community.
Remote, northern boards have living allowance. Their working conditions focus around classroom size, supporting sped. There are limited finances & resources provincially. AL published a study last fall about teacher well-being. They want to look at concerns around attracting/retaining t’s. He reached out to superintendents in the northern areas & had them come to career fairs at Concordia, one of them hired 6 ppl who were hired to Ft. McMurray. Create conditions for added supports. They’re working on a new mentorship model.
How have your roles/responsibilities changed since publishing the book? Tim accepted Dean of Education at Concordia Position last August after retiring from the superintendency. Takes experience from K-12 and helps faculties of edu. It’s a robust after-degree (after teacher prep program). How may we more intentionally prepare our t’s w/ Generative AI, working w/ families. His current role is how to do that. They have a Master’s program w/ leaders to see that cultural component. How are we societally supporting? Vince does consulting group w/ districts in rural AK. They’re seeking teachers from lower 48 or from the Philippines. Don’t just thrust t’s into a community. Get the t’s set up culturally. Both of them presented a series of webinars to AK superintendents. Vince would rather it not be a short-term period.
What is one thing you’d like listeners to remember? Vince- existing leaders should remember it’s not just time that amounts to quality leaders. You can get a younger teacher, it doesn’t have to follow a traditional view point. Tim- take the time to engage w/ aspiring leaders, find out who they are as a person. Be more vulnerable, transparent.
Where can people find you online?
Visit Tim’s Website, www.TimothyCusack.com
Follow Tim on LinkedIn, X @CusackTim
Visit Vince’s Website, www.VinceBustamante.com
View the episode on YouTube: https://youtu.be/R0BpOjp15-I
Episode #328: Matt McGee
https://outofthetrenches.podbean.com/e/episode-328-matt-mcgee/
Matt McGee is the founder of MRM Education, an elite tutoring and college admissions consultancy that emphasizes academic curiosity and confidence in students with the ultimate goal of admission into a top university.
His 15-year career included private tutoring, special education and admissions consulting before founding MRM Education in 2020. His student-first approach and intensive peer-adjacent mentorship method has helped hundreds of students raise their grades and gain admission to Ivy-Plus schools.
In 2024, he founded MRM Academy, a fully virtual 1:1 school for families desiring customizable and flexible education options for their child.
He is a member of the National Association for College Admissions Counseling.
Trench story: In 2020 was working for a tutoring company that also had an online school. Sent him student info. Received student info- one had been non-verbal and the other was w/ autism. He had 0 experience working with SPED students. Next 2 semesters were him researching & failing forward. Many things he knew as an educator didn’t work w/ these students. Ended up not being the right person for the students with autism.
Instructors are often underprepared by larger systemic issues. He was a history tutor and had a few sudents who had anxiety & were on autism spectrum.
Working with Neurodiverse students who are college-bound: Giving teachers the resources they need to tackle. When it comes to college admissions, you can make almost anything work to your advantage. Neurodivergence is a beautiful thing to put into application. Autistic community wants to use autistic-focused language. Guidance counselor should look more into those aspects students are hyper focused on a topic.
What to do when your child is struggling in school in the secondary level: 100% of parents he interacts w/ are micromanaging. They have high level-achieving kids. When you get to Title 1 schools, how are these families getting in touch w/ the teachers? Kids he gets in his company are often resistant to getting tutoring. Idea behind tutoring is”, student is struggling in x subject, so they need the tutor. He pushes “let’s sit down & figure out the reason”. St’s often aren’t engaged. Don’t put it on the child as if it’s their problem. #1 is to get them engaged. His consultancy is bringing in a tutor who is a good match.
Hiring process & finding the best tutor for your child: he looks for ppl who are able to build a relationship with students. Families can’t have the hit or miss, tutoring needs to be something that works. Find tutors who have an active/passive in the child’s learning. It ends up being comprehensive. His hiring is they need to know the subject but are you charismatic, connect w/ students in how they can learn the materials. Candidates go through a few interviews.
Peer & peer adjacent tutoring: he’s still relatively new in this business. He’s been trying to work w/ schools and there’s a lot of red tape. Schools come at it from an institutional perspective. They want the lowest cost per student. Rather than looking at the best outcome for students. They sometimes take students who are just starting college to work with buddies on the college application process. It’s successful in the college prep model. You have a degree of trust built in when the They’ve toyed w/ the idea of using college students or work-study programs for univ. students who will be paid for tutoring kids in HS.
How to find the perfect tutor for your child & what about parents who may not be able to afford tutoring: there’s plenty of profit to be made in college prep & in tutoring & paying your tutors a decent hourly wage. 4/1 scholarship ratio. For every 4 hrs they have 1 student can be on full scholarship. The crux of it comes down to investment. Don’t expect the parents to be able to help their students, esp. immigrant families. It would benefit stusdents who are looking to pay their way thru college. College/HS admin are working with student Per Pupil funding. Put in investment so you can get return. His company works w/ learning specialists & alerts them to let them know what a particular student is struggling with.
Beyond GPA & SAT: Building the perfect High School Resume: The GPA/SAT is more of a marketing catch phrase. It’s the commonsense way of pushing the tutoring. St’s need to make sure extracurriculars are written in a certain way. Write a college application w/ a narrative, tell them who you are. You’re telling the univ. you want them to be the next chapter. Study x to solve y. What are colleges looking for now vs. perhaps 15 yrs ago? If you succeed, great; if you fail, fail epically. Kids today don’t have things figured out as much or aren’t mature enough to handle what college is supposed. Get involved in things you love and be cognizant of how it speaks to you as a person.
Out of everything: both parents & students: don’t sacrifice your entire life to get into an Ivy League school. Life goes on. It winds up backfiring when you get burnt out. Take a deep breath. Follow teachers/counselors’ advice.
Where can ppl find you online: https://www.mrmeducation.com/ IG: https://www.instagram.com/MrmEducation/ https://www.linkedin.com/company/mrm-education/
@mrmeducation (company)
@mattmcgee_edconsulting (personal)
@themrmacademy (school)
View this episode on YouTube: https://youtu.be/hXELLVTGqns
Episode #329: Dr. Lisa Lande
The Out of the Trenches Podcast – Episode #329: Dr. Lisa Lande | Free Listening on Podbean App
Lisa Lande wrote “Engagement by Design: Creating Learning Environments Where Students Thrive”. Dr. Lande has dedicated her professional endeavors to advocating for teachers and students around the globe. It is her aspiration that every classroom in every school is one that she would want her own three children to learn in. Dr. Lande is a former teacher, college professor, and director of several large-scale school reform projects. She currently serves as the Director of International Programs for the Quaglia Institute for School Voice and Aspirations. Dr. Lande is a co-author of Teacher Voice: Amplifying Success; Engagement by Design: Creating Learning Environments Where Students Thrive; and The Power of Voice in Schools: Listening, Learning, & Leading Together.
Trench story: it’s like her whole life. As a new teacher, she taught at a large HS. MLL’s weren’t being properly served. Got SIOP training. Was told that wouldn’t work due to schedule. Worked w/ counselor to learn about master scheduling. Was hellbent on figuring out how to implement SIOP model. It happens in partnership w/ others.
Book: “Engagement by Design: Creating Learning Environments Where Students Thrive”: what got you into wanting to writing write about & highlight a chapter: Quaglia Institute did work w/ Fischer, Frey / Nancy Smith. Tried to mesh their work. Intersect that leads into optimal engagements. Relationships, clarity (how clear are the students?), challenge (most interesting in the process). Analogy of candy crush. What happens if a level is too easy? Constantly being pushed to the edge. T¨s are doing their best to have same algorithm in the cr. QR codes throughout the text with videos of strategies, concepts.
Current role as Director of International Programs for the Quaglia Institute for School Voice and Aspirations: work is K-12. Directly in schools, districts and larger networks. They work w/ systems throughout the world. Get into 1 CR/school & make focused change. Learn from each other. Solid framework & foundation. Focus on self-worth (building belonging, belonging to community-isn’t conformity); engagement (how to help kids embrace fun/excitement in school); purpose (Dr. Quaglia has extended his research towards this). How we help teachers/students be grounded in their purpose?
Did some work codesigning and directing a statewide professional learning network in ID? Got started with 2 big initiatives, when she did her doctoral work, wrote a hypothetical paper that got passed along to ID building capacity program. A few yrs later with common core standards, Albertson’s foundation funded a long-term project over a couple yrs. Brought in Michael Fullan, etc. Built great regional network system. Strong place-based support with local relationships. When schools need improvement, give them place-based support. Create strong local partnerships. No one person can make the change in isolation. Brung students to the table.
Can perhaps discuss some of the books The Power of Voice in Schools: Listening, Learning, & Leading Together– how would a MS/HS get started in garnering more st voice? Often they have a focus group 1x/yr or every other yr. It only gives voice to a few, the natural leaders. How to create systems so ALL kids’ voices can be heard? Create leadership opportunities for all st’s. They have lots of self-reflection tools. What is amazing & keep growing?
What is one thing you’d like listeners to remember? your voice matters, as do the voices of others around you. All our voices matter. We need to work together. We have to get better at listening to each other. Learn from what you hear. Change happens when we use it to partner together!
Where can people find you online? www.quagliainstitute.org has a section with schools in action with ideas. Districts can reach out to them anytime, they have openings during the school year, they have teacher leader academies.
Email: lande@quagliainstitute.org
X: @Lisa_Lande IG: @TVoiceMatters
View this episode on YouTube: https://youtu.be/tCfo5D4eKyY
Episode #330: Leroy Slanzi
https://outofthetrenches.podbean.com/e/episode-330-leroy-slanzi/
Leroy Slanzi is an experienced educator with a remarkable 25-year career in education. As an author, he penned the influential book “Emotional Schools,” delving into the importance of emotional intelligence and mental health in the education system. Leroy also excels as a facilitator of professional development sessions, has been on numerous podcasts and is a sought-after keynote speaker, helps parents, teachers and schools through the chaos life brings. Is principal at an ES, has been a principal at all levels.
Trench story: 1.5 yrs ago, at job he was caught between district & teachers. In BC, Canada, there’s not a very active union where he is. Finally thought he couldn’t keep going in that school district after 16 yrs with the way they were doing things. Worked @ an indigenous school, there was not middle management. Is happier. T’s can leave now when they’re stuck in the trenches. He does a lot of PD in schools all over, his own district wouldn’t host him.
What inspired you to write the book “Emotional Schools”, and explore the topic of mental health in schools? He wrote his book because he wanted to focus on kids & their mental health, also 1 chapter on teacher burnout. Kids’ behavior has changed. It’s burnt-out teachers. Kids are triggered by tiny stressors. Parents are struggling. There isn’t a “breadwinner” parent.
What was the writing process like and when did you decide to start writing the book? He went to a different school system and started writing. Does workshops around “Play is the Way”. Teachers were crying about it’s not just for kids. New t’s would last 1-2 yrs. In BC, they don’t pay coaches. We were working on the project for quite a while. 3 yrs. Was working in HS & coaching. At new school, he had more time on his hands to finish the book.
How would you describe the role of emotional intelligence in the educational setting, and why is it important for principals to address this issue? Needs to brought to the forefront. If you don’t have EI, you react poorly doesn’t matter the age. His 2nd book, And Breathe has 50 breathing strategies for students, and parents. Geared towards ES. You can still use with HS kids. Important to teach this all the way to grade 12. Important to keep even keel so your decision-making is better. Once he gets to a school it’s a leadership issue that creates the toxic environment. If you can’t change the powers that be….The more t’s use these strategies, the more they’ll realize it helps.
In your book you discuss teacher burnout and the mass exodus of teachers from the public education system. What is contributing to this and how is it affecting our schools? Why is this happening more than it used to? It happens no matter where you are. Common denominator has a lot to do w/ govt & leadership.
Advisory class SEL– you don’t teach SEL in a block. Embed SEL into everything you do. Ask kids who are intense to take a deep breath & chill. Using proximity isn’t always effective. “Be sensible not silly”. Q’s in his book for a t. checklist. Give the kid a few minutes, simplify it for them. Build up grit & perseverance. Teach them the self-soothing techniques as st’s progress in the system. Have a convo & let it go. T’s who jumped on it the most were the senior science & math teachers. It’s habit-forming with students. You have to give t’s the tools to do this. If kids aren’t in control of their emotions, academics will drop.
How can principals ensure that their efforts to address mental health of all at the school are sustainable and have a lasting impact? they both mesh together. He can start w/ staff, then address st’s. When he does PD for staff, it’s about both. Use play piece to elicit emotional response, then have them calm down. Teach self-soothing when they’re building up emotions.
What advice would you give to aspiring principals who are passionate about supporting students’ mental health and well-being? Depends on situation. Leader should have 1-to1’s w/ everyone, certified & classified. Don’t do this in staff mtg. There’s always 3 ppl who are the loudest. Come back by saying “this is what I got out of it”. Say “we’re looking at solutions”, from a positive framework. What can we do w/ what we have, clip away 1st semester? It can change the culture. Academic success then grows. It takes 1-3 yrs to change a toxic culture if staff is willing to move forward. Staff needs to believe in the principal. Show teachers you’re willing to grab a shovel & get in trenches with them. Don’t walk in acting like you have all the answers. You have to involve t’s in the process.
In your book, you discuss the concept of creating a “pathway” through the mental health crisis. Can you elaborate on what this pathway entails and how it can be implemented in schools? everything we just discussed. Behavior, Parenting, Growth Mindset
Out of everything: if you’re in a toxic place that’s not going to change, leave! Put your ear to the ground & find out where the good leaders/district leaders are. Your mental health matters! We don’t have to put up w/ sh*t! If you don’t have to move, if it’s just a commute, do it!
Where can ppl find you online: https://leroyslanzi.com/ https://www.facebook.com/leroy.slanzi.9
https://twitter.com/http://@playistheway https://www.pinterest.ca/leroyslanzi https://www.youtube.com/channel/UC9OH1J2G2mG6ZSWgRLZSHLQ https://www.instagram.com/authorleroyslanzi?igsh=M2gxcnBlODVpdG1r https://www.linkedin.com/in/leroy-slanzi-3632b2233
leroyslanzi@gmail.com Does leadership, teacher & parent coaching. He will have do a free consultation.
View this episode on YouTube: https://youtu.be/oPCOLhutIXI
Episode #331: David K. Richards
https://outofthetrenches.podbean.com/e/episode-331-david-k-richards/
David K. Richards is a podcast host of Changemaker ED”U”. He has spent his career working in various roles as a teacher, principal, superintendent, board member, consultant and school founder. Started 10 award winning schools.
David’s life mission is to help changemakers usher in new paradigms for learning and leadership. He is the Founder & CEO of Changemaker Microschools, a network of innovative love-based microschools. He also coaches leaders through his Wise Warrior program and podcast, Changemaker ED“U”. He has worked in education reform for over 25 years as a teacher, principal, and founder of several innovative schools with nationally recognized Summit Public Schools and Growth Public Schools. David has dedicated his life to helping people of all ages connect with the powerful leader within themselves. David lives in Sacramento, CA with his wife and two children. He holds a BA from UC Berkeley and an MA from Stanford University.
Trench story: Started Sloan 10, his own school was 1 school at back of parking lot, was founding teacher to exec. superintendent. Never missed a day. Trained ppl then opened more schools. Everything was stable then unstable. Got bell’s palsy, facial paralysis couldn’t get out of bed for 3-4 months. It was due to exhaustion & overwork. Was in the trenches 4-5 months, got into mindfulness & meditation. It was a yearlong online course 2x/week. Thought more about priority. Talks about living life more grounded.
Years as school founder: he can highlight types of schools. Open 9 schools before his own school. He started a handful w/in the organization he worked in as teacher, AP, superintendent. Dual immersion K-8. He was the board chair. Sat & had coffee with parents around strategies around advertisement, etc.
Board member experience: these are for charter schools. Elected by non-profit board. Voices Academy. Now board chair. Helped them think through “secret sauce”. They were able to take what he gave them to work on their own. He did problem-solving.
Podcast host, Changemaker ED”U”: about people who want to create change in edu. Whether in their CR, starting a school, how to create a change movement. 2 episodes/month, 2 solo. Now only audio. Wants ppl to share their passion around change. Anywhere from an instructional aide.
Microschools-he evolved to them because of phone calls from teachers, parents, other educators. They feel stuck by a bureaucratic system. Someone he knows started a school outside a reservation- Onward Learning. Now they created Pathfinder. They help ppl create a microschool in a box. It’s a coaching program- yearlong cohort. They meet 1x/yr together.
Wants to share msg around his leadership, trusting himself, finding your passions. We’re not here to get rich. We want to help kids. Everyone’s a leader. He wants to inspire ppl to trust their passions. He believes change will come from grassroots. He was a corporate banker in DC for 5 yrs then left and took a job teaching. It was his passion.
Out of everything: the change in edu will come from ppl on the ground. More & more states are passing legislation for microschools. Take 1 step forward.
Where can ppl find you online: https://www.davidkrichards.com/ LinkedIn & IG: @davidkrichards
View this episode on YouTube: https://youtu.be/1lf-In45WH0?si=zrz40eKacFD4dPUH
Episode #332: Dr. David Franklin
https://outofthetrenches.podbean.com/e/episode-332-dr-david-franklin/
Dr. David Franklin is the author of “Advice from the Principal’s Desk: 5 Pillars of School Leadership” Bio from website: Dr. David Franklin is an award winning school administrator, education professor, curriculum designer, and presenter. He earned a Doctorate in Educational Leadership from California State University, East Bay, a Master’s Degree in Education Technology from National University, and holds a B.A. in Music from the University of California, San Diego.
Dr. Franklin is an Education Consultant and an Adjunct Professor of Education for Colorado State University. He is also a Marzano Research fellow trained in High Reliability Schools, Instructional Rounds, Collaborative Teams, and PLCs.
Trench story: Came in to be principal @ a high achieving school. Found out the culture was very authoritative.It was an ES, they didn’t let kids dress up prior to him coming. Did a straw poll for the staff if they would be OK w/ kids dressing up. They decided to have kids dress up and had a fun, safe day. It was all about changing the culture of the school & hearing everyone’s voice.
Talk about your new book: “Advice from the Principal’s Desk: 5 Pillars of School Leadership”: will call out the 5 pillars and how it’s a tool to help folks. When he was a new admin many ppl told him what he needed to know. He did 50 things in a mediocre way. Focusing on the 5 things, it helped reduce his stress level. It helps seasoned admin who feel like everyday is a slog.
Currently works for gonoodle, does consulting for schools. Schools used gonoodle in MS/HS in sped classrooms.
Talk about your blog The Principal’s Desk blog and some recent posts: will keep discussion around it more general. 100’s of educators come to the site every day. Will do a website redesign, he has a blog for whatever you may be dealing w/. Often he lists 5 ways to deal w/ situations. Can talk about school themes, published 6/12: 30 Themes For The Upcoming School Year – The Principal’s Desk (principalsdesk.org) those are more Back to School themes.
You also have a weekly TPD memo for subscribers: blog doesn’t tie into this. This has education news, tips, tricks, curated content.
FB group has around 234K Principal’s Desk, AP Desk 90K members, 23K FB group from the counselor’s desk. There are questions on a daily basis that get answered by others. It’s the lifeline he needed. He likes to say how he hears how helpful it is for folk. This is more an educator desk. Sometimes ppl get lots of responses w/in an hour, advice and feedback. Sometimes there are politically charged posts, if there’s too much negative interaction he’ll message the post author. He likes to avoid the amount of people going down rabbit holes.
Talk about some of your consulting services: Does virtual coaching for principals, leadership teams. For Marzano, he does coaching with school leadership teams in creating High Reliability Schools, Instructional Rounds, Collaborative Teams, and general school culture. and PLC, other than that SBG, school culture.
What is one thing you’d like listeners to remember? give yourself a break. It’s a stressful time in education. Make sure you build in time for yourself.
Where can people find you online? https://principalsdesk.org/author/dfranklin77/
The Principal’s desk podcast: https://principalsdesk.org/the-principals-desk-podcast/
Advice from the Principal’s Desk book: Publications – The Principal’s Desk
Principal’s Desk blog: https://principalsdesk.org/the-principals-desk-blog/
View this episode on YouTube: https://youtu.be/_dJqojxxS5o
Episode #333: Loren Brody
https://outofthetrenches.podbean.com/e/episode-333-loren-brody/
Loren is an elementary school principal on the East Coast. He is also a husband, father of two teenagers, amateur violinist, dedicated swimmer, vegetarian cook, mindfulness devotee, and new triathlete.
Trench story: Dealing with an emergency evacuation this past school year. Learned about resources through MM group. Talked to experts in the field in his & other districts. Broke up the recovery process. Ppl shared experiences. Group processing of critical incident. They shared out wellness, therapeutic resources.
| Talking points: For lighter conversation you could ask me about my first triathlon and training for that. By the way, you really helped me get into running with that jog we took around the National Mall! Was this past spring. Made sure he set aside time for 5K run, added biking. Trained for each part individually. Energy comes back to him @ work. Has energy greeting st’s.
What does work-life balance look like for you? He needs to feel energy to bring to the school. He enjoys branching out & bringing energy back to the school. Makes sure work does end at a certain pt. Violon- he plays in the hallway. Kids request songs. 2 yrs ago he decided to play in the talent show. A music teacher @ his school helps show it’s a lifelong thing to keep playing. What does being in the Mastermind for 7 + yrs mean to you as a leader? It becomes a wonderful network on a wkly basis. You can also get 1-on-1 coaching when needed. Other perspectives help you learn. It helps because it’s not your district or area. Read Man’s Search for Meaning-deeper ?’s about our role as educators. Staying hopeful under difficult certain circumstances. The Culture Code– he & AP went back to. |
What’s one thing? take care of yourselves, find experiences that are meaningful outside of school.
Where can ppl find you online Linked in is the only one I sometimes reference when I do podcasts: https://www.linkedin.com/in/loren-brody-622241141/
View this episode on YouTube: https://youtu.be/2o9EuybwaWI
Episode #334: Dr. Andrea-Terrero Gabbadon
https://outofthetrenches.podbean.com/e/episode-334-dr-andrea-terrero-gabbadon/
Dr. Andrea Terrero Gabbadon is an urban education and leadership scholar, speaker, consultant, and qualitative researcher. Dr. Gabbadon’s work and research explore the intersection of culturally affirming leadership, school working conditions and racial climate, and educator diversity. Previously, Dr. Gabbadon served as a high school teacher, teacher leader, and assistant principal/director of curriculum and instruction in traditional public and charter schools. Dr. Gabbadon has also served as a visiting professor and instructor of undergraduate and graduate education at numerous institutions of higher education, including Temple University and Swarthmore College. Dr. Gabbadon’s scholarship has been published in leading academic journals such as Urban Education and The Urban Review. She is also the author of “Support and Retain Educators of Color: 6 Principles for Culturally Affirming Leadership” in publication with the Association for Supervision, and Curriculum Development (ASCD). More importantly, she is an activist, committed partner, and devoted parent
Trench story: she didn’t intend to be a school leader. Interviewed for the job. Went from HS to organizational level. It wasn’t just for those she was serving. Wasn’t the most difficult transition, had pursued a certification program, got the job during the program. Didn’t get a ton of support. Even well-intentioned “supports” felt as a stressor.
“Support & Retain Educators of Color: 6 Principles for Culturally Affirming Leadership”: good topic during summer w/ retention & recruitment. She wants to situate the conversation w/ context of teacher shortage. Center around those who are underrepresented. We need to create affirming working conditions around everyone. It doesn’t only apply for when you have educators of color. Book is grounded in her own leadership. Had efforts to have st. leadership. Gleans upon doctor research for which she did research on leaders of color. They leave at higher rates than white counterparts. Ed. of color leave b/c of non-affirming experiences. Sense of being pushed out. It prompts someone to think how you can hold space, be color brave. It’s around our experiences in schools, types of people we hire.
What districts can do to have more affinity work? What’s the problem you’re trying to solve? What are you trying to accomplish? Why do you need to focus on the diversity? Is their a gap/nuance? Is your school ready for educators of color? To what extent are the conditions of your school able to retain them? Affinity groups, culturally responsive PD. Sometimes, they have affinity groups but noone shows up. Ppl may not know it’s a thing. Does your school/district have these things? Teaching pipeline. How to create a space to show the fullness of who they are. There is an ecosystem where their concerns are being heard. If I value someone, I’m going to value their voice/opinion.A person shows up with all the “isms”.
Tips for starting affinity groups/book studies? She can lead in from the 4-5 things that are important to have in place. Wrap-around supports that center around educators of color. Look for a book that’s practitioner-oriented. Her book has discussion ?’s around that. Gholdy Mohammed’s books do the same. How are you creating space for educators to attend the book study? How are you holding space for them to engage (f.ex. during PLC time). Make sure there’s a session for them to engage w/ during PD. Create something choice-based.Have edu. talk about their relationship & how they feel in certain spaces. Make that space.
For those in districts who are doing the work, what are some tips for new educators in the districts who are more culturally affirming from the classroom educator perspective: First 2 principles in her book apply to this. Teacher has to make that space for themselves. What is the teacher doing to further their learning. New book: Humans who Teach. Gholdy Mohammmed’s work on joy. Identity and how it shapes how underrepresented identity navigates space. Understand how that may lead to a sense of isolation. Introspective principle around your beliefs, assumptions, prerequisite around DEI-type activities. You can have the right programs in place but harm is still possible. You may encounter resistance. It’s important to procure the data. How do you create structures around intentionality? What’s transferable. There are a lot of diff.types of advocacy org’s.Where can you find the community w/in your state? Many states have these org’s. Get connected w/ univ. Publishers like ASCD, webinars, etc. Even IG.
Upcoming engagements: Quantum Ed. Intl. Conference (was in Sept ‘24). Will be on AP/New Principals Academy https://www.youtube.com/live/yDpaN-_waqI?si=dWmZrhkoNpEQYIfH
What is one thing you’d like listeners to remember? what data do you have around experience edu of color are having in the building.
Where can people find you online? LinkedIn, X @atgabbadon IG, website: ABOUT | Dr. Andrea Terrero Gabbadon View this episode on YouTube: https://youtu.be/zDNRboGYTFY
Episode #335: Dr. Almitra Berry
Episode #335: Dr. Almitra Berry | The Out of the Trenches Podcast
Almitra L. Berry is a nationally recognized motivational speaker, author, podcast host, and consultant on the topic of culturally and linguistically diverse learners in America’s K12 education system.
Her works and research focus on equity and academic achievement for marginalized learners – particularly in majority-of-color, low-wealth, large, urban school districts.
Dr. Berry is host of the podcast, Educational Equity Emancipation and author of the books Effecting Change for Culturally and Linguistically Diverse Learners and Equitable Instructional Practices for Culturally and Linguistically Diverse Learners as well as numerous other articles addressing educational equity.
Almira, went to work @ MC Graw Hill Intervention & Sped for 16 yrs. Wasn’t allowed to say was was right for kids. Left. Writing 3rd book, out this fall on equitable instructional practices for MLL. Left CR 2002. CLDE was an acronym, 15-20 used terms CLDE. Wasn’t finding it in educational journal articles. Lots of inequity in S. States.
Trench story: became a CR teacher in CA. Taught US govt. Had HS kids who couldn’t read. Got hired at a school that was in a housing project. Were learners of color & MLLs. only 1 could read on grade level. She wanted her kids to have opportunities. Found the right connections, context, content, to create a whole new love of teaching & learning. has heard from them, they are successful, they find her & thank her. She tells t’s “you can do it”, what you do will come back in rewards. 1 will come back & thank you.
Author of:
“Transforming Urban Education: An Equity Warrior’s Blueprint for Success”
“Culturally Relevant Pragmatism: Bridging the Gap in Diverse Classrooms”
“From ‘At-Risk’ to ‘Of-Promise’: Reframing Perspectives on Marginalized Learners”
“The Power of Instructional Equity: Elevating Academic Outcomes for All”
“Dismantling Educational Disparities: Lessons from Three Decades on the Front Lines”
Pick out a few points from your writing: We use MLL term. Don’t demean their home language & culture. Beyond their L1, their ability to navigate their languages help their brains process info differently. Every child that comes through the door will speak a different language than standard English. Respect/value/affirm in terms of culturally relevant pedagogy. All the marginalized kids we need to take specific steps to equitably serve them.
Can you talk about your podcast (has done it for 1 yr): Calls it the 3 E podcast. She has guests on, publishes weekly. Just released 110 episodes. T’s are walking away b/c of political environment right now. She has a mission to elevate voices that may not be heard. She put out a call for “equity warriors” to come on. They can guest host. She likes to have school board members on as well. Last summer, did several episodes on how to talk to your teacher.
What led you to transition from consultative services with a major publisher to founding A.L.Berry Consulting, Inc. and then moving into podcasting? Went from the CR to educational content provider, did that 16 yrs. Was in states all over the country. Wanted to step away from the “corporate box” & wanted to do what was the right thing for kids all the time, to have voice & agency that was truly her own. Had 1 book published at the time. So many things they didn’t teach us in teacher’s college, how you can use your skills to do other things. stopped counting after her 723rd district. Small districts in rural spaces.
Can you discuss a key finding from your research on academic achievement in urban school districts? work in districts inspired her, w/ Detroit P.S. 18 schools w/ large populations MLLs, many spoke Arabic. If we understand practices, strategies, we can follow the science. Issue wasn’t they didn’t have the right strategies. Challenge was issues of leadership @ district level. The problem wasn’t the practice, it was leadership. Her doctoral work focus
ed on improving outcomes in low income, majority of color school districts. Looked at 65 districts over 10 yr. period. Looked @ super. who were educators first. Which professional background led to the greatest results for our students? We tend to say “those kids” in terms of student achievement. What’s our mindset as teachers, leaders, shifting our viewpoints to best serve them.
What advice would you give to educators and leaders who want to become “Equity Warriors” in their own communities? Greatest ammunition is information. Be an ally. Put your body on the line for what is right. Be brave. You can like, repost on social. Whatever you can do, every little thing makes a difference.
Out of everything: Her big idea- most of her kids are MLLs- they can be at or above grade level. They have opportunity to make it.
Where can ppl find you online: @almitraberry everywhere it’s easy to find her. FB, LinkedIn, Treads, Tictoc not on X. will find links to her books, website, podcast from there. book on Amazon (Amazon.com : almitra berry). 3rd book still in development–The Culturally Competent Educator: Connecting Equitable Practices for Instruction, Assessment, and Grading (will be out in 2026)
View this episode on YouTube: https://youtu.be/qhS3yO05tTY