Episode #359: Sarah Wysocki
https://outofthetrenches.podbean.com/e/episode-359-sarah-wysocki/
Sarah Wysocki is a longtime educator, child advocate, author, and mom, living in Annandale, Virginia. She is a lifelong learner who has a Bachelor of Science in health psychology, a master’s in teaching, and a post-graduate certificate in TESOL. Sarah is driven to support the growth and development of the whole child, with a special interest in social and emotional well-being. When she’s not busy sparking the love of learning in her students, she can be found volunteering in her neighborhood or out on the pickleball courts building friendship and community.
Trench story: when she first started teaching, was left alone. Co-teacher was out. She wasn’t worried, but the kids “ate her alive”. Learned quickly there were many nuances of teaching. Is now in a place to help others get out of the trenches.
Highlight an Edutopia article you’ve recently written (profile pg) she writes for them because it’s about what’s working in education. She sets goals for herself every year. First article was about pickleball. She then wrote about more substantial edu-related things. Often, it’s what she sees her peers doing and wants to share it w/ a broader audience. She’s written for them for 2 yrs. She writes for them quarterly. They may list the topic or she chooses. It’s often a noticing she has, something great she sees in the CR. Right now she does a lot more support in classroom. https://www.edutopia.org/article/encouraging-love-reading-ells
Her st’s think reading was boring. She wrote about how to make it a more communal event. She makes it a happy, joyous time. Reading is a way to laugh together. A lot of communities st’s come from are more communal. Another thing is teaching reading strategies in phonics, handing them a book w/ words they don’t understand is arduous. give them the skills to cater to st’s level. She creates reader’s theater script, st’s try to figure out how the main character is. She coaches her teachers to look at the data around st’s gaps, is it around comprehension, fluency, phonics. EL 1-4 get multisyllabic reading instruction -15 m. designated every day.
-chat GPT can tie in quickly to that. Her classes are 1 core class w/ co-teacher w/ newcomers. She agrees the EL program in her area needs to be overhauled.
We can talk about frustrations we’ve experienced around who EL students really are & is the program for who it’s really intended? A big part is the WIDA ACCESS test and how many native Engl speakers would be placed in an ELD class? If they don’t get a 4.4 on the test they’re considered MLL. The pushback is they don’t have academic English. She then feels like every st’s should take the ACCESS. It seems like a new way of segregation. Society has changed, demographics have changed.
Chat GPT w/ MLLs: you can make lessons where students are at the forefront of your lessons. She focuses on how t’s can use it to be more productive. What she loves about it you can easily create lessons that are ready for today’s students. You can put an old lesson into Chat GPT and ask it to make it more relevant to kids f.x. from Venezuela. We’re fighting a lot of apathy. It helps makes things more meaningful. St isn’t an “afterthought”. When kids use Chat GPT they need to think critically, but they struggle w/ original ideas. There is an assumption that kids know how to utilize computers & use them well. Playing a game is much different than doing creative endeavors. There’s a level of training that needs to happen w/ kids from grades 3-8. Research is a taught skill. Tie it into AI, skills need to be taught. Teachers must educate themselves first. She heard someone say, “The future belongs to those who are going to embrace AI and learn to harness it.”
Out of everything: embrace change, be willing to learn. Knowledge is infinite. There’s always more to learn/explore. Find 1 new tool to explore, see if it’s for you.
Where can ppl find you online: https://twitter.com/SarahWysocki10 LinkedIn @sarahwysicki Edutopia: (profile pg)
View this episode on YouTube: https://youtu.be/cMW8L5ZLIsw
Episode #360: Dr. Cynthia Rapaido
Episode #360: Dr. Cynthia Rapaido | The Out of the Trenches Podcast
Dr. Cynthia Rapaido, a highly accomplished educator, holds an Ed.D. in International and Multicultural Education and an M.A. in Educational Administration from the University of San Francisco. She earned her B.S. in Applied Arts and Sciences Biology from San Diego State University. With over 30 years of experience in K–12 education, she has served as a high school principal, assistant principal, and teacher, gaining a comprehensive understanding of the educational landscape across various schools and districts in California.
Dr. Rapaido’s dedication extends to higher education, where she has contributed significantly as a faculty lecturer, dissertation advisor, and university field supervisor at esteemed institutions such as the University of California, Berkeley, University of San Francisco, and California State University, East Bay. Her passion for teaching, mentoring, and coaching educators is evident in her continuing role as an educational leadership coach and consultant. She also mentors graduate and doctoral students at her alma maters.
Often actively engaged in research, Dr. Rapaido participates in academic peer review panels and presents her work at conferences, covering diverse topics within education and leadership. Her research interests include educational leadership, teacher education, school climate, diversity sensitivity, multicultural competency, social justice, emotional intelligence, and the impact of colonialism and imperialism.
Rapaido was honored by the Filipina Women’s Network (FWN) in 2011 as one of “100 Most Influential Filipina Women in the United States”. She was commended by the Association of California School Administrators (ACSA) and received the “2013 California Secondary Co-Administrator of the Year” award. The following year, the National Association of Secondary School Principals (NASSP) recognized her as a finalist for the prestigious “Assistant Principal of the Year” award for the State of California, highlighting her outstanding, active, and front-line leadership.
Dr. Rapaido is a respected figure in education, known for her expertise, leadership, and dedication to academic excellence and inclusivity. She currently lives in San Leandro, California with her husband. In her free time, she likes playing the piano, making handcrafted jewelry, dancing, and skating.
In July 2024, Dr. Rapaido published her first book, “Step Up Your School Leadership Game ~ The New Administrators’ Guide ~ Lessons to Navigate Big and Small Challenges with Confidence and Purpose”.
Trench story: first day going into administration. Then, retiring 30 yrs later. Going from teacher to AP, realized the job is overwhelming. Previous admin said she shouldn’t complain about how tired she was. She realized it was really the trenches. 17 yrs HS AP. 5 as a principal.
How did you get to where you are now? my leadership knowledge, journey, background and experience as a high school teacher and administrator. Association of California School Administrators (ACSA) and received the “2013 California Secondary Co-Administrator of the Year” award. Was a bio & chem teacher for 9 yrs. Started thinking about admin credentials. Got an AP position. Got her Ed.D. not knowing what the workload would be. Was really inspired by Glenn Singleton’s work Courageous Conversations. Then became a principal so she could have credibility to teach college EdD st’s. Stayed & carried through 5 yrs until her dad got sick. Retired early- age 55 after 31 yrs. Kept pursuing Univ. route through teacher Ed. Also works coaching admin & CA School Admin Assn.
Your book, “Step Up Your School Leadership Game: The New School Administrators’ Guide ~Lessons to Navigate Big and Small Challenges with Confidence and Purpose”, to help new and aspiring school leaders in their initial years as assistant principal or principal. It’s about prioritizing what you have to get done. It’s a jumpstart to start the year a little bit ahead. What do I need to know? Organizational management, vision plan, esp. when there isn’t much left. 5 sections- what she learned in the symposium- who am I, what is my why, section 2- you got the job, now what? It talks about building relationships, how to be the captain of the ship. Setting the climate. then the nuts/bolts- accreditation, alignment to what the state/district wants you to do.
During those initial weeks in the new position as principal or assistant principal, what do you recommend focusing on during the first month on the job? Depending on the admin work and/or when teachers/students come back. For a new AP, it’s important they find out who is supporting them, is it from the other APs, colleagues @ other schools, the principal or district? They should know what their job entails & where does that apply during the year? Communicating & finding way to get support. For a new principal esp. who is taking over from someone who left nothing. This happened to her. Get the feel of the school- look @ yearbook. Look @ UIP, finances.
“Multi-faceted identity”: it’s about getting to know staff. Give examples of how you’ve used this with staff. She can give examples of who she is and how you can build from. You also have an activity you do called, Your Multifaceted Identity. Describe what that is and how it can be useful as a leader. Kind of like multicultural identity, everything that makes up a person. Say things about your education, background, ethnicity. You can talk about your siblings, family cultural norms. You can talk about music you like, concerts, do you play an instrument, etc?
You developed the Fruit Leadership Chart. Could you explain how that works and how it will help one/others become a better leader by knowing their fruit leadership style?? Your leadership tool, “The Fruit Leadership Chart” and to help improve communication and leadership through understanding others: It’s getting to know ppl based on how they work. She came up with this while writing her book. Apple, pineapple, grapes, oranges. Which fruit sounds like you? Look @ physical characteristics of the fruit. If you’re an apple, you know what other’s needs are. Direct/indirect. Knowing how to work together as a team. 4th section of her book is about the ppl we serve. 5th section- energy, time, space, self-care.
The school year has a full calendar of events. Describe ways to get and stay organized- distributive leadership. Talk about tools you’ve used for keeping organized. She used an old-school planner. She made sure other staff communicate w/ each other. She had a “calendar party” & got those staff together to post it. PTO, PTA, Black Parents Assn. all got together, especially if there was a space conflict. Did this in April for the upcoming yr (2 hrs), PTO brought pizza.
Being a school leader is very demanding. What advice and tips do you have regarding self-care and maintenance? In terms of taking breaks when school’s off. She thinks it’s different w/ different generations. She learned later in her career to prioritize family, exercise, etc. She made them rocks in her river she didn’t want to make excuses to omit. She wrote schedule on white board in front of door to be transparent. Admin asst. reminded her. She’d block out when she’d look @ her email, be out & about, visible.
Out of everything: find a mentor/coach. Ask the person to be your mentor to be it.
Where can ppl find you online:
https://www.amazon.com/Step-Your-School-Leadership-Game/dp/B0D6HLQZ2B (her book)
LinkedIn- reach out to her if you’d want coaching virtually.
Will be @NAASP- Seattle this mid July. She will speak in HI 1/3- 7 HI intl conf for education (www.hice.org)
View this episode on YouTube: https://youtu.be/zwdUBCFupRs
Episode #361: Priscila Prestes
https://outofthetrenches.podbean.com/e/episode-361-priscila-prestes/
Priscila Prestes is a Brazilian teacher with 15 years of experience at all levels and grades. She graduated in Pedagogy at the Federal University of Paraná and moved to the United States in 2015 to teach DLI Portuguee. She taught first grade for 5 years. She is now starting her fourth year as a Middle School DLI teacher and she loves it. She has presented at several Education and Language Conferences because she loves sharing what she has learned. She is currently trying to find a balance between full-time work, family, and just finishing her MA in Portuguese Pedagogy at BYU.
Trench story: 1st year in public education in Brazil, you need to take a test. Passed it, started first yr, was in a tough school. Out of her bubble, they had many different levels of difficulties. She researched many strategies to help them. 2nd story- was hired to come to the U.S. came from public elementary in Brazil to DLI in U.S. it was a new experience. Her family transitioned to a new culture, language, w/ autistic kids. Was depressed, had panic attacks, found therapy. Her community helped her find resources. 1st grade DLI is 100% in Portuguese. At the beginning she had to learn a new set of strategies to teach math through a second language. She thought they’d become fluent in L2 the first yr. The kids can speak English back to teacher until January. Portuguese rule after January. 1st wk they’re super quiet. They realize how much Portuguese they know. She thought she was not doing it right. Managed her own panic, own expectations. When a new immigrant comes to her area, she reaches out and says 1st yr is a survival yr. It looks like the waves won’t stop. Just swimming, 2nd yr it’s more a rest on the beach.
Coming to the U.S. from Brazil to teach: has teaching experience in unprivileged backgrounds. In Brazil you have to go to a private school or after-school program to learn English. English classes just once a wk in regular school. Priscilla took an immersion program 40 hrs/wk when she got married. Was able to help her husband in his side job. UT State has an agreement w/ Paraná state she lived in. She had ties to UT due to being a member of the LDS church. She came from an exchange program to teach Portuguese in UT. Had an interview w/ the principals here, send a video of her teaching. Sold everything. Her family had to gather $6000 for tickets, rent, car, etc. She came initially for 3 yrs then her visa was extended. Then her district offered her a work visa for 6 yrs. Spouse can’t work, but then got the green card, it’s a permanent residence visa so he works now. She wasn’t sure of her English skills. She started teaching in 1st grade here. Wasn’t completely sure of her pedagogical skills but spoke in Portuguese after January. 1st grade-math & science kids in DLI have higher test scores. Teaching that level was the hardest. She had to learn all the techniques for CI.
Talk about your Dual Language teaching experience: she thinks (it’s not research, it’s her opinion) enrollment is decreasing due to more AI, it’s the cultural competence that ppl are lacking. There are no busses, parents need to drive. COVID made parents want the easy way out. Ppl will be lacking that when/if they don’t learn a WL. Ppl may not think learning a language is important. Waitlist for 1st grade is going away. Learning a L2 makes students a better citizen. She has less problems w/ bullying, behavior. If you want ppl to be a better worker, dealing w/ immigrants, you should be exposed to a L2. Her team has decided to do more advocacy for enrollment through parents’ word of mouth, IG, etc in January. Her district leadership is amazing in helping w/ Seal of Biliteracy, st. teachers, etc. When she taught MS, she’s had one of the highest AP test pass rates. They MS kids can speak fluently Portuguese now. The kids have a mentality of acceptance. She thinks they’ll be great t’s. First yr of kids are in college or serving missions in Portuguese-speaking countries. They have only 1 class of English-only.
Winning the 2024 SWCOLT Excellence in Education Award: She presented at the SWCOLT in Salt Lake City in 2023. Met Rachel who was on the committee. She told her she couldn’t go b/c of cost to go to HI. Rachel told to her to apply & it was a scholarship. You need letters from parents, admin, letter about your work, suddenly she received the award when she thought she’d applied for a scholarship only. She was taken aback from the letters ppl wrote about her teaching, felt so seen. She wishes everyone had to opportunity to have a letter written about them to tell them how them how awesome they are. Now she nominates others for SWCOLT, has that as a goal. She has the award in her classroom & it empowers her everyday.
Conferences- how long have you presented and what are your presentations on? (Secondary Teaching Strategies for Engagement @ACTFL): She loves going to WL conferences. UTFLA- just 1 day. It was where she first presented (w/ a friend) in 2019. Developed a tool w/ verb conjugations. Was chosen Best of UTFLA! Loves to go to USET (UT Tech conference- Feb). Decided to go for her master’s in Second Language Acquisition. Became a better advocate for the importance of WL education. BYU paid for her to go to ACFTL. Does DLI conf. as well.
Out of everything: You matter, you’re worth it. You do make a difference. We have ups & downs. Invest in yourself to learn a second language, it’s not too late. Learn the language of the immigrant population around you. Make sure you enroll your own kids in WL classes.
Where can ppl find you online: FB/IG @prebicki not really her professional not on it often.
website https://sites.google.com/alpinedistrict.org/pprestes/about-me w/ slideshow on presentations. Will be at SWCOLT in January
View this episode on YouTube: https://youtu.be/ud5IBqaCeS4
Episode #362: Dr. Craig Hane
https://outofthetrenches.podbean.com/e/episode-362-dr-craig-hane/
Dr. Craig Hane, also known as Dr. Del, is a math educator and innovator dedicated to transforming how math is taught and learned. With a Ph.D. in Algebraic Number Theory and decades of teaching and business experience, Dr. Del empowers students and professionals alike by demystifying math using modern tools like scientific calculators and Wolfram Alpha. His mission is to break down math barriers and inspire listeners to “invest in yourself” for a brighter future.
Trench story: Took algebra as a freshman in HS. Had done well until 8th grade cause he learned math through his uncle. Was told he wasn’t college material. Noone in his family had gone to college. Was back in the 50’s. Had a good geometry teacher sophomore year, didn’t do so junior year. Senior year at advice of geometry teacher, took college algebra @ DePaul Univ. Did well, professor became his mentor. Went to Oberlin College after that. Taught HS math then. Had many failures, only did that for a year. Was asked to teach @ DePaul. Then mentor suggested he go to grad school. Didn’t get a MS then. 4 yrs later he went for his Ph.d. Was a professor 7 yrs. Went into business then. Trenches were failures of businesses. He went broke. He kept on going. Practical math helped him, not theoretical. Started Hane Training-industry about troubleshooting circuits. Made millions. When he was 70 yrs old in 2008 he went broke again w/ the bank crash. 2014-became financially independent. Started an online program in 2011 to teach practical HS math. He’s added 20 “wisdom tools” that helped him improve his life.
From Math Anxiety to Math Empowerment: Dr. Del’s Proven Approach: book is based on math he learned and how he applied it. He was a math professor and tutored math during college so he had no debt. Ph.d. in 1966. Was a professor for 7 yrs. Went to engineering school for 4 yrs. Then taught applied math in business. He can tell a story about how he applied practical math w/ Nascar. Met Dale Earnhart that way.
As someone passionate about eliminating barriers to math education: His book How Public School Math is Destroying the USA, he explains what is wrong with it, it’s not the teacher’s fault. Bad math content, bad pedagogy lead to the reason 95% of st’s not succeeding. He thinks public school math is a disgrace, has evolved over the last 100 yrs. HS math textbooks are obsolete.Go to https://craighane.com/ to get a free PDF of book. 90% of ppl in U.S. have had a negative experience w/ math edu. Short chapters. He teaches in a way you can use the math. He explains Triad Math in part 5.
How does the Triad Math Tribe (TMT) support its members in achieving optimal lives, and why is community such an essential part of personal and educational growth? Any student and parent can join. He highly recommends adults to join w/ their kids post-elementary. $30/month. They start in Tier 1,2, etc. They will go into upper tiers to get them ready to science & engagement. He put together the math program a decade ago. He’s had a successful life outside math. He says if you join the Triad Math Tribe (TMT) he gives students wisdom tools to succeed in life. He kicked some bad habits/addictions. Is 86, doesn’t take meds, is active. He has a tool on My Q, EQ, WQ.
What is your ultimate vision for the future of math education, and how can schools, parents, and students contribute to this mission? He refers to his program. B/c of the technology he can teach any child math. The first thing they will do is use the calculator.
How has math education evolved with modern tools like scientific calculators and Your approach emphasizes practical math skills over traditional theoretical methods—why is this distinction critical for today’s students and professionals, particularly in STEM fields? He teaches st’s how to use a calculator. A lot of st’s are afraid of math. Then he teaches them practical algebra & geometry trig there are 10, 19, 7 lessons. Kids can take those in 1 semester. He doesn’t teach the old tools the school are still using. You can use a $10 scientific calculator can use for fractions, practical math. Differential equations he teaches w/ Wolfram Alpha (free online) w/ f.ex. differential calculus & integral calculus. Ppl talk about Khan Academy- they teach the standard curriculum. He’s not in competition w/ them. His program eliminates the barrier.
Out of everything: go to website https://craighane.com/ Go to free videos, join the Triad Math tribe (very much a promoter of his business). $ back guaranteed. He has another PDF book about Homeschool Math being superior on website. Any parent can use Triad math even if their kids go to public school. His wisdom tools are also there.
Where can ppl find you online: he gives away a free pdf copy
https://craighane.com/ https://www.facebook.com/TriadMath https://x.com/TriadMath https://www.youtube.com/@triadmath1 https://www.instagram.com/triadmathinc/ https://triadmathinc.com/tmt/ This link invites listeners to explore the Triad Math Tribe (TMT), a community dedicated to empowering individuals with practical math skills, wisdom, and tools for leading optimal lives. Membership is just $30/month, but the first month is entirely free, allowing listeners to experience the benefits risk-free. Members gain access to innovative math education resources, personal growth tools, and a supportive network focused on collaboration and lifelong learning.
View this episode on YouTube: https://youtu.be/pLGSjr2yn28
Episode #362a: Dr. Joshua Ray
https://outofthetrenches.podbean.com/e/episode-362a-dr-joshua-ray/
Joshua Ray, EdD, is an educational speaker and author who has led the Professional Learning Communities (PLC) at Work® process at the elementary, secondary, and district level. He is passionate about building healthy school cultures, the work of collaborative teams, systems of support, and educator well-being.
Trench Story: when he was an AP was one for a yr then became an ES principal. Worked at all hrs. Didn’t sleep, too much caffeine. He woke up on the floor of his office in the midst of a seizure. He was giving too much of himself physically. Imposter syndrome in first admin role. He started studying other leaders & finding out his story wasn’t unique. Leaders often feel like they have to overdo it.
This would be a chance to talk about my upcoming book, Finding Your Balance, that has been published by Solution Tree. How was the background around writing it? It’s chapters built around stories. In the 2nd chapt. he had seizures. He found out all his other principal friends were not taking care of themselves. He references a study of 500 practicing leaders across his state, qu’s about their overall well-being. They wanted a narrative around quantitative statics. This study catapulted him into findings w/ a study that started in 2018-19. Tenure of principals/superintendents. What prompted him to write this was it was more valuable on this side of the pandemic. Found leaders were working 15 hrs more a week than the normal American. They were missing out on things normal humans experience. The premise of the book isn’t to be judgmental. It’s also about how leaders can be the best version of themselves on the job. That work was a jumping off time to make connections. He’s found that leaders still feel they need to have all the answers. Distributive leadership- you can’t be a great leader unless you’re a whole human. Leaders’ jobs are multifaceted. We can find out what makes us uniquely talented. You can then find other who have the knowledge you don’t. We need to allow folks to be successful in those areas.
Asst. superintendent after being a principal at all levels: Worked w/ leaders who were experiencing the same thing he was. Got to work w/ & empower many others. Left 2024-25 SY to consult. He had been doing it part time for 5 yrs. His work is seasonal- the summer is conferences, throughout the year it’s depending on the need. F.ex. work w/ a small group of teachers to a district keynotes. He travels to 45 states, Canada, Thailand, and Qatar. As he goes to many schools throughout the country he sees the PLC at work idea and leaders feel like they’re immune to that. They need to recognize that. He has a belief it takes a certain character to become an educator.
Move from building principal to district office? by the time he went there, he knew who he was and was able to point out what ppl were great @ or not so great at. Was a type of “missionary”, protecting ppl at the helms of schools.
about the book The Foundation for Change: it’s more about the establishment of organizational culture. Rick, Bob, and architects of PLC process put the cultural foundation upon. How do we balance getting people to be their best? John & him are good at building upon each of their areas of expertise.
PLC at work training/facilitations: as a principal he met Jonathan Vander Els and got support and through help of t’s at his school his campus was 2nd highest for growth in state. PLC process wasn’t just a book, it was something he’d lived. When you bring a group of ppl together, you can accomplish great things. He found himself in a place of imposter syndrome when he started working for ST.
Out of Everything: one of the best things he learned was he wasn’t enough. IT’s applicable to t’s as well. Premise around PLC process is WE are stronger than I. It’s ok that you’re not enough-go find who makes you better.
Where can ppl find you? IG @joshray_consulting, X @joshray711, LinkedIn @joshuaray Reach him via Solution Tree website: PLC at Work®: Become a Thriving Professional Learning Community
View this episode on YouTube: https://youtu.be/URNmRtdwz4Y
Episode #363: Dr. Jen Mott
https://outofthetrenches.podbean.com/e/episode-363-dr-jen-mott/
Dr. Jen Mott is a school administrator at one of the largest middle schools in Ohio and a professor at Xavier University in the Educational Administration Graduate program. Outside of serving the students and staff there, she is a professional juggler, stilt-walker, balloon artist and fire performer who merges her passions for entertainment + education through keynote speaking for schools and organizations. Her TEDx Talk on “Juggling Career & Passion” gives more context about this journey.
Dr. Mott is also the author of two books. One is a nonfiction book based on her dissertation research on teacher perseverance called “Teacherverance” which encourages teachers and school leaders by capturing reasons for why teachers stay in such a challenging profession. The other book is a picture book companion called “Why Teaching?” created to inspire students who might still want to be teachers and teachers at any point in their career.
Trench story: getting to a place where she got the where she started doctoral program. Was teaching something she didn’t want to teach (TESOL), although grateful to have a job. Had been RIF’ed 2x. Was w/in her first 5 yrs. Switched districts like 4 x’s in 5 yrs. She was opening doors she didn’t know existed. Connected w/ educators everywhere and decided what needed to change. Graduated in Dec. 2020, joined her current school. She didn’t have to move.
Journey from being a Spanish teacher-AP role: during her trench year, she made it clear she was involved, but was drowning. Getting a Doctorate was something she had as a goal from early on. Started it earlier than she wanted to- age 26. Made a vow to not quit teaching while she was in the program. She put her energy into her doctoral program. It helped put things into perspective. They told her to enroll @ Xavier Univ. in a school leadership pgrm. 2nd yr working on a doctorate, they were kind enough to give her a sub to get her admin internship hours.
Circus stunts, stilts & juggling: 4 year college side hustle. It paid for her college- U of Cincinnati. First month of college was at an event. Talked to ppl, asked the stilt walkers how they got started. “You can too”. She found juggling at age 18. Parents said “this makes sense”. She was in multiple sports. Learned about it over Labor Day wkend. Paid by Halloween. Never quit doing circus stunts. Went to events all around the area. Saw it put value in education. Entertaining a crowd helped her become a better educator.
Doctoral work on teacher perseverance, and how that’s led to speaking engagements:
She chose it because she was feeling the pull of leaving much earlier than she thought. Started career in early 2010’s, read a lot of articles on t attrition. She’s an optimist, articles were all about the t’s leaving. She saw t’s who retired like her mom after 37 yrs . Dad was in it for 30+ yrs. Larger narrative was around ppl leaving. She wanted to capture reasons why ppl stayed. Interviewed t’s in Cincinnati who had been in career 15+ yrs. Looked @ internal/external factors. Framed what consistencies were. Found 4 themes. Graduated in Dec. 2020, conversation post-COVID around ppl leaving got strangers. Decided to rewrite her dissertation in a more narrative form. Re-reached out to the t’s who had participated in study & share stories in a larger way.
Books Teacher Verance & Why Teaching (kid’s book) she wrote both books simultaneously. Kept thinking about a picture-book companion from a kid who wanted to be a teacher. Found an illustrator to complete the books around the same time. Less & less kids dream about wanting to be a t. That story is about a kid who wants to be a teacher but adults are pushing against it. Her own parents talk about who inspired them. Books both published in Mar ’24. Led up to teacher appreciation week. Will do talks again next year. Want to spread this this coming May for t appreciation week. 4 themes: Higher calling- groundedness, purposed in your work; Community- w/ the hallway/dept you’re in, students, or that you live in; Contextual joy- find the right context that brings you joy, what are moments of joy in your context?; the only option- there’s a duality. Desperate vs pragmatic side- it serves a purpose of $ or too far in. There’s an ebb & flow in ppl’s careers, reasons change over time.
Keynotes & TedX: She loves to merge entertainment & edu. Encouraging w/ engagements. Keynotes in OH, travels around state or NC, will do a Univ. in CA, did a Natl. conf. in Las Vegas. TedX- Rhode Island- about not having to give up career for her passion. Engagements are piling up for late ‘25, early ‘26. “Joy Jam” in July- district in Indiana.
How do you “juggle it all”? (pun intended): It all feels very normal to her. Has never had only 1 job. She likes doing all the things. Has a high capacity for all those things that are life-giving. Takes every opportunity. Open doors lead to more. Has phenomenal friends & family. She loves travel & getting out into the world. Has traveled to her own age amount in countries.
Out of everything: you don’t know where ppl are in their journey. Help others if you’ve made your way out of the trench. Ppl poured into her, she needed that reminder. For pp who are in the trench- it’s one day @ a time.
Where can ppl find you online: www.drjenmott.com IG/FB: @jenmott
View this episode on YouTube: https://youtu.be/7qW9qfi4K_0
Episode #364: Jennifer Ozgur
Episode #364: Jennifer Ozgur | The Out of the Trenches Podcast
Jennifer is an Organizational Development & Change Management Consultant, Professional Development Designer & Facilitator, Appreciative Inquiry Practitioner, Certified Trauma-Informed & Brain-Based Coach, Parenting Programming Creator, Columnist and Author.
Jennifer has combined her years of classroom experience with evidence-based practices to create informational and transformational experiences that uplift and inspire any workplace culture.
From crafting a collective vision, celebrating core values and strengths, to co-creating a dynamic inclusive plan everyone can embrace, your team will be energized around a shared purpose that achieves sustainable results.
In 2000, After completing her BSED, Jennifer began her career as a middle and high school English teacher for the Pennsylvania public school system. While in the classroom, she built positive relationships with her students so that they might be challenged and feel supported. In 2022, Due to heavy interest in her strengths-based design and facilitation skills, Jennifer stepped away from the classroom for 2 years to pursue consulting with corporations and larger educational organizations like the Southern Oregon Education Service District, the Arizona Bureau of Indian Education. She teaches senior English.
Trench story: during the pandemic. Areas educators would like to see more of. It became abundant then. Communication- transparent & how that could elevate cultures. Craving relationships became more evident. She reached a point of awareness about schools & school systems in general being so siloed and getting started using Appreciative Inquiry.
Appreciative Inquiry started using it in ‘17. She wrote a children’s book about giving your child 1 million kisses. Wrote it after a poem when her daughter was born. Went into brain-based education. Took a sabbatical from teaching. Learned about poverty, trauma in the brain, deficit thinking. Learned about equitable practices. Groups that had abundance mindsets, despite challenges. A group gifted her training out of Case Western Univ. out of Cleveland. Everything she learned was about how big companies use it. Thought about how to apply it into her CR & as PD facilitator. Presented @ conferences. Came to learn about it and has been using it. School leaders don’t even know how to use it. Talk about the need for it in schools. We talk about student autonomy, doing appreciative interviews. You ask each other what was, is and will be. AI interview, using acronym CLIMB- how do we climb w/in our CR. Q’s are energizing, inspiring, student-centered. Just this yr she presented on st agency/autonomy piece on how to get st’s involved in the CR. She wanted to get st’s to take a deeper dive & own their learning. Slow to develop & has rolled out. You can use Apprec. Inquiry as a framework to teach st’s & elevate entire system.
Book-is currently looking for a publisher. A Trail of Conversations: Collaborative Conversation for Appreciative Inquiry she & business partner Heidi Morlinghouse & her are writing a book about how to use it in K-12. They met through a mutual friend. Every time they applied AI into their trainings, they fleshed out the TRAIL framework. When an admin distributes framework to their staff. On the website you can download the background knowledge.It will start the process of them thinking about it. Education is becoming more political, but we need to focus on similarities.
PD offerings for schools: JenFormation | Educational Consulting what is landing right now is agency, autonomy, and having collaborative conversations. Trail framework, Climb interview process (how to interview students to get their perspective, parents, teams). It’s about analyzing contributing factors. 6 A’s of adventure cycle. They can introduce framework through PLCs or talk about st leadership. How to engage st’s so their perspective is heard & acted upon. Relationships w/ st’s, knowing about their goals. She also works on foster relationships to help them become better ppl as as they leave HS.
Coaching & Speaking topics: JenFormation | Coaching And Speaking
Tries to speak to district/building leadership about Appreciative Inquiry. She wants it to be less of a pedagogical approach. She has coached leaders 1-on-1. Deep dive into specific needs. Has coached family engagement specialists, BOCES (intermediate units IUs), educational service districts, etc. They create a cohort & get together once a month. In terms of st. attendance- community framework- they came up w/ an idea of an umbrella drive & it increased attendance.This was relevant among AA st’s. They were looking at x’s the st’s were attending. They asked parents “when do you feel a part of the community where you most belong”. They wanted to create similar situations w/in the school community.
Positive workplace culture: there is a need to improve that & Appreciative Inquiry can help w/- they asked about when they felt most appreciated in their role- & the last time they really lived their purpose, what was going on. How to put into other areas. Every word, nuance, you will have infinite possibilities. Shifting prepositions.
Out of everything: it’s not just toxic positivity. We do have the capacity for joy & abundance to flourish. Where have we been resilient in the past. Where can we overcome the obstacles. Easy to find problems, but same thing can happen when you look @ gratitude. What you appreciate, appreciates
Where can ppl find you online:
jennfer@jenformation.com not much on Social Media but can DM her on FB. IS re-launching Trail of Conversations private group on FB. She could offer to Denver metro area-they will going to small businesses in towns w/ marginalized groups for career readiness. It’s malleable. F.ex. 10 businesses, small colleges, to donate. Ppl from businesses will interview the sophomores, who will in term have internships.
View this episode on YouTube: https://youtu.be/GiCNx2myrTA
Episode #365: Starr Sackstein
https://outofthetrenches.podbean.com/e/episode-365-starr-sackstein/
Starr Sackstein is a recovering perfectionist who is an assessment reforming enthusiast. Starr just started her role as Massachusetts State Coordinator for Educators Rising and is the COO of Mastery Portfolio, an Edtech Startup committed to helping schools move to Standard-Based communication. Additionally, she works with teacher teams to engage students in the learning process, advocate for personal growth, and effectively use student data to drive instruction. She was a high school English and journalism teacher for 16 years, a lead Humanities learner for 2 years, a publisher and developmental editor, and social media manager. Starr is an author, blogger, and speaker committed to changing the way we do assessment nationally and globally. You can learn more about her work on her website MsSackstein.com. When Starr isn’t advocating for students and educators, she is a mom and partner looking for the next adventure.
Trench story: in the CR was a daily struggle. Current role with teacher teams. 1 school comes to mind. Leadership disagreement can create a tension when she’s an outside consultant. She didn’t understand where the leader was coming from. St’s were acutely aware of negative dynamic in teacher team. Everything has now worked out. They’re able to meet st needs.
Getting started w/ Mastery Portfolio & what got you interested in student assessments/non-traditional assessing: she was innovating in her space when she was teaching almost 15 yrs ago. Her own child was in a SBG school. She did Natl. Board Cert. Write Hacking Assessment at that time. Parter Constance her team was at a small provide school, they wanted to find a gradebook to support their work. Someone suggested to her to build a web app. She reached out to Starr to have her look @ the tool. They were looking for a COO. They helped build the tool she wished she’d had when she was in the CR. Had the opportunity to try diff. things. She had finished NCLB- wanted to take the lessons learned from that experience to give st’s. Reflection protocol became school-wide. Alt. assessment was only in classroom. Was in NYC PS for 16 yrs, then instructional coach, K-12 district leadership, then consulted for self & another consultancy. It support the paradigm. They had a standards-based dashboard but it wasn’t turned on for everyone. She had to get it so the kids had language on what they’re being tracked on.
How did you get involved Mastery Portfolio: They brought her in a year ago, made her COO. Was is different w/ Mastery Portfolio is that it’s a more humane learning-tracking tool. You can find standards you want to track & kids can track their own progress. Many things it won’t do- like put in a 0. Proficiency scale is completely flexible. You dictate the levels & colors. You have to have an assignment that aligns w/ the standards. St reflection/self-assessment is directly w/in t dashboard. Teacher can agree/disagree w/ st self-assessment. St can select the pieces they want in their portfolio. Widget where st’s can set goals w/in the dashboard. Can group kids based on their own goals. She would zoom into a CR if needed to help st’s w/ portfolio piece. The tool, such as the free version, can be used by an individual t. They’ve had from microschools to full school communities. There could be an equity problem if only being done in 1 space.
Books you’d like to highlight? Student-Led Self Assessment (24), Making an Impact Outside the Classroom (24)
Coming in Feb: (working Title) Solving School Challenges 10 chapters tackle the most common challenges, t retention, finances, technology, staff retention, mental health, low enrollment: 4 co-authors. They elevate folks who have solved the problems. If no success story, they found research to support the challenge. Grading is addressed in the later chapters. Benchmarking & data & how we may be misuse it. Reimaging education
Learner-Centered Spaces podcast: Learner-Centered Spaces Podcast – Apple Podcasts
Both her & Crystal are usually on. Had been around 1.5. comes out every other Sunday. Only do audio. They have a set of qu’s for the guest. They hope to present many ways learner-centered spaces could look. Rick Wormeli, Ken O’Connor. they’ve also had amazing K12 educators. They talk about initiating learner-centered spaces.
Blog: Writes for PDK “The Kappan” Career Confidential: it’s like Dear Abby for educators. Puts out a survey, gets things off social media. F.ex. about an educator who lives in the South who recently moved from the North & person is queer. Many write about burnout, how do you get kids to be motivated to learn, etc. Comes out weekly.
PD offerings for schools: She can highlight what she likes to train ppl on, is more of a job-embedded consultant. She can’t often just inspire them then do. Keynotes are great but she wants to part of the implementation. She’s invested in building relationships w/ teams. She is invested w/ them for years. Whole school, teams, learning walks. She helps w/ diff. goals, assessment models, etc. PBL, she wants to know what the ongoing plan is. Participate in their PLCs to help w/ specific challenges, st. focus groups she loves to do.
Coaching & Speaking topics: Her Ted Talk (it’s all about her journey to give up grades, she recorded it in 2016)- ppl also about concerns about equitable assessment. Maybe an issue in ‘25 due to the fact she lives in FL. She will have to learn what not to say. Certain buzzwords are tabu, such as DEI. We have to recognize that not all st’s have the same access to the internet @ home. Whatever her stance is it’s up to the school to work w/in their confines. Thinking about community as a whole.
Out of everything: All kids can learn, you can include st’s more. It took her until her last yr in CR to co-create curriculum & let go of control. There’s always new stuff to try. Model life-long learning.
Where can ppl find you online: @Starrsackstein LinkedIn, Bluesky www.mrssacksteen.com
View this episode on YouTube: https://youtu.be/qoOdMKzAD78