Episode # 416: Kurtis Hewson
https://outofthetrenches.podbean.com/e/episode-416-kurtis-hewson/
Kurtis Hewson is a highly sought-after keynote speaker, author and professional learning facilitator. In addition to being an award-winning teacher, vice-principal, and principal, he has also served as faculty at the post-secondary level. He is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with districts and schools nationally and internationally establishing Collaborative Response frameworks and interacting with thousands of educators annually.
Trench story: feeling overwhelmed w/ to-do list when you have priorities, it affects your sleep, relationships. Forced him to narrow down the focus. What are things we can let go, prioritize. It’s hard to do as educators. How do you prioritize w/ Lorna? He lays out the core tasks. He asks what is the one thing I want to accomplish today? Things that are important, find time in your calendar. In his role, it’s OK saying no to opportunities.
New book coming soon: (collaborative team meetings working title), will be self-published. Collaborative Team Meetings, the Missing Piece that Connects MTSS: focused on a powerful meeting structure known as the collaborative team meeting. It was originally about what they found out in schools. 4 lays of teams & the impact it has. It’s part of the Collaborative Response Framework. It’s a companion to 1st book. This book is the engine. How do you structure teams f.ex. in a HS. They talk about 4 layers. A lot of schools have 3 layers, collaborative planning- t’s in same dept or grade level. Look at instruction that impacts all students. Exists w/in first layer. Look at gaps w/ in instruction. 3rd layer- school support layer- most MTSS structures exist there. Specialists are involved. Incl. a family support liaison. Often teachers not in the convo, there were convos around t. coaching. 4th layer- case consult- 1 student is on the agenda. Based om complexity, crisis. Could involve ppl from external agencies. Highly reactive meetings. In his school- mtg every 3-5 wks bridging the 2 for a pro-active conversation. That bridges PLC & MTSS work. How to bridge the 2? 1x/month- teams will shift to a collaborative team mtg. APs, MTSS coordinator, etc, diversity of thought. They can be mixed teams w/ multiple subject disciplines. There is a pre-mtg organizer. A student to celebrate & I student to discuss. Have roles such as timekeeper, etc. Facilitator will ask what teacher did to lead to success. You’re unpacking your prof toolboxes in front of others. It builds high degrees of collective efficacy. Second part of mtg- you discuss key issue w/ a student. Don’t say their name, just mention issue. It can be difficult to narrow down the issue. Ask team members to note the name of kid silently. Set a timer & brainstorm what could be done to help w/ on task stamina. You’re just exploring possibilities. No one is allowed to say “I don’t think that would work”. What’s 1 thing you’d like to try, then say the name of student. That is a solutions-focused process that’s action-oriented. It’s for the MTSS coordinator to offer resources/strategies. Less & less st’s are on Tier 2 then. Work through 3-5 key issues. Classroom teachers then stretch their thinking. They may ask AP or MTSS Coordinator for help. Yesterday he walked out w/ strategies he hadn’t heard about before. The school he was in yesterday has done those mtg for couple yrs. It’s safe for t’s to say “I’m tapped out & don’t know what to do”. Every person is an expert- but every person is a team member. You walk away w/ resources you could give teachers. Add this on- do it 1 out of every 4 PLC mtgs. If 5 t’s meet in PLC. An admin, counselor, MTSS coordinator comes & joins.
Get a free starter kit at http://collaborativeteammeeting.com links to the book- role cards, clip of a mtg to watch. Companion website to book.
what you can offer districts for late summer, early fall: they do instructor workshops, districts have them work w/ cohorts of schools. They model the collab team mtg, observes, offer fdb. It’s not work you finish w/ a 1 day workshop. 4 return dates w/ in the course of the year.
Out of everything: in schools, we have to adopt “Ready, Fire, Aim” mentality. You put the start of a plan in place, fire. Intention isn’t to get it perfect. You will adjust as you go on. You may get overwhelmed w/ collab team mtg.
Where can ppl find you online: Twitter/X: @hewsonk27
FB: https://www.facebook.com/JigsawLearningAB/
Website: www.jigsawlearning.ca
View this episode on YouTube: https://youtu.be/B3IbZkvtm9E
Episode # 217: Dr Niki Elliott
https://outofthetrenches.podbean.com/e/episode-417-dr-niki-elliott/
Dr. Niki Elliott is a clinical professor and director of the Center for Embodied Equity and Neurodiversity at the University of San Diego.
Dr. Elliott is a leading voice in neurodiversity and trauma-informed education, and she has trained thousands of educators and parents worldwide to better support children with learning differences, mental health diagnoses, trauma histories, and behavioral challenges. Her trainings consistently lead to measurable improvements in school climate, reductions in suspensions for students of color, and increased well-being among children, parents, and educators.
Her forthcoming book Heart-Centered Connection: 7 Essential Skills for Helping Neurodiverse and Marginalized Children Thrive (July 21, 2026) is based on decades of research with over 1,000 child-serving professionals and brings clear guidance and a hopeful message: when compassion and trust come first, real learning can begin.
Trench story: first yr teaching, taught 4th grade in Manhattan. She had a class of students who had significant emotional/behavioral challenges. A student, Greg, was a challenging case. He pushed her into a table. She prayed about it. Wanted to quit. Heard in her dream “neither of you go, work it out”. She needed to understand what the source of the behavior was. She built a relationship first.
How did you get to your current position? Started as 4-5th grade teacher. Also worked at HS w/ kids who were in restricted placements. From there she built teaching practice around supporting neurodiverse st’s. Worked on Doctorate and studied neurodiversity. She helped build charter schools as part of Doctorate. Built an indep. study program for 1-5th graders. Supported parents w/ hybrid homeschool, awareness of how nervous system works. Has been working 10 yrs training mental health professionals, is herself a parent of neurodiverse kids. Brought in yoga, breathwork, etc. Was then recruited to San Diego. 10+ years delivering trainings.
General edu teachers need preparation for inclusion. She is mostly concerned w/ restrictive environments they get moved to. More kids could be served in general ed space. Many schools have philosophies around sped. Most of those who have trainings are the sped teachers. Many schools have made significant investments in recent yrs to do the trainings.
Trainings: gives to univ. and K-12 educators, ppl who run summer camps, before and after school clubs, and parents who misread behaviors and don’t understand neurodiversity. There is a 37.5 hr certificate. 2 day hybrid training. Heart Centered connection-book helps w/ neurodiverse kids, sped aides, bus drivers, etc often don’t get trained. Usually only the sped teachers have a baseline understanding of what the kids need. 8 1 hr zoom courses. No training has never been a thought, ppl only get compliance training & background checks. Ppl interact w/ kids based on how they were raised.Rather than co-regulate, the adults co-escalate them. Helping professionals have higher ACE scores. Often the adults are neurodiverse as well. Adults aren’t asked the role they played in the situation/the physical environment. Nervous system awareness is the foundation of their work. Where training has been done district-wide there are less behavior referrals. What we see in research is that a child’s nervous system is heavily dependent on how adults react. Adults are never expected to analyze their co-regulating factor.
Location of trainings: work has grown to have facilitator trainings, (level 2-16 wks) they deliver a retreat 2 days then continue to lead the program online. TOSAs/counselors/Dir. of Sped are sent. Have launched this the last 2 yrs. Curriculum has master class videos where she teaches them. By the end of summer, will have 60 individuals.
Conferences– CEC (Conf for exceptional children), BOOST conf., AERA, AACTE, is keynote in San Bernardino county (7/23) is regularly a keynote. Polyvagal Institute in Spain in Sept. Lutheran conf- they brought all Sunday school teachers. There’s often a gap w/ faith-based organizations.
Book; pillar 1 is the most foundational: self awareness. Pilar 3: neuro-inclusive spaces. They design to their own taste. We have an understanding that overwhelm from visual stimulation can have a negative impact. Some need less on walls, others need the stimuli. Have a sensory profile for each student. Ppl ask for strategies, tips, tricks.
Out of everything: impetus for book: based on her experience w/ son. He is neurodiverse, has not been able to enjoy camp, boy scouts. There’s isolation & marginalization families feel. Grandparents, other family members should also read the book. It requires everyone to be aware of these strategies
Where can ppl find you online: Niki Elliott – School of Leadership and Education Sciences – University of San Diego www.nikielliott.com
Heart Centered connections certificate- google at Univ. of San Diego.
View this episode on YouTube: https://youtu.be/QMLu3Rd7U8w
Episode # 418: Rich Czyz
https://outofthetrenches.podbean.com/e/episode-418-rich-cryz/
Rich Czyz is an author, educator, and speaker. He started his career as a fifth grade teacher, has served as a Basic Skills teacher, instructional coach, elementary supervisor and Director of Curriculum & Instruction. Rich is currently the Proud Principal of the Yardville Elementary School in NJ and Co-Founder of FourOClockFaculty.com, as well as author of several books including The Four O’Clock Faculty, The Secret Sauce, and his newest book, Autopilot, came out in Oct. Rich is passionate about engaging all stakeholders in meaningful and relevant learning opportunities.
Trenches story: one of the biggest things is intention, being in the trenches is when you get stuck, as admin. He can’t get into cr and is doing too many things at once. Productivity tools- he designates “daily disaster downtime”- block on this schedule. 30-40 m. block- which can be time to deal w/ a fire that needs to be put out. It’s uninterrupted time.
Autopilot: Practical Productivity for School Leaders book (released in OCt); Both new & veteran leaders and teachers can benefit from it. Idea behind it- how to run a school so it’s not running you. There’s a lot on the plate. Be more intentional. Automate tasks, work w/ others to delegate. Systems to help you be more productive. Elimination- is everything you’re doing providing value? Or get rid of things that may not be needed. Use of AI/Chat GPT- 80/20% rule, f.ex. email. Parent email- you can generate, AI can help w/ it. If you’re allowing AI to do 80% of work
Rogue Leader, 4 O’clock Faculty: Rogue Leader is the follow-up to 4 O’Clock- it’s about personalizing PD. Anyone can be a leader, it doesn’t depend on the title. There are strategies in there. As a teacher, 1st yr he was hired, crash course in becoming a teacher. Principal threw 28 5th graders at him. 14 other 1st yr t’s got hired that year. He expected someone else to provide PD. He developed sense of it was his responsibility to find PD. Mentality has stuck. Find ppl who will help you grow. It was really about becoming a better teacher. His district is large- 24 buildings, they let ppl go to conferences they want to go to. 2 mtgs/month in his building about logistics. 2 PD options tech PD which is virtual. Some are geared towards certain grade level. 4 O’clock Faculty– how do you find things for everyone? f.ex school nurse. PD lift- something he does in his district. 2 other schools in district. They were able to partner w/ teachers in other schools.
Consulting, speaking, upcoming conferences? Just got back from Hershey, PA- PNC- Penn. Tech Conference. Spoke on productivity, AI, does some during the school yr. Normally does ISTE. Speaking engagements during summer. Coffee edu- meet at local cafe to chat Sunday mornings for educators w/in the NJ/Penn. area.
Blog- writes once a week. Is pretty consistent. Talks about PD, productivity, talks about writing. Sometimes specific to things happening at the school. “Be more boring” (https://fouroclockfaculty.com/). You tend to try to do as much as possible and overextend yourself. Sometimes it’s OK to sit at home & read. Step back, don’t be on social media, send emails all evening. Hustle culture impacts everyone, it’s ok to take a step back.
Out of everything: idea of being intentional about all your decision making. Whether it’s PD, productivity, be intentional in your decisions. Get to meaningful goals as an admin.
Where can ppl find you? https://fouroclockfaculty.com/ on X @RaCzyz & LinkedIn
View this episode on YouTube: https://youtu.be/_30TXtYhUOw
Episode # 419: Mitch Weisburg
Episode # 419: Mitch Weisburg | The Out of the Trenches Podcast
Mitch Weisburgh helps people understand why conversations blow up and what actually works to stop that from happening. After decades of work in education, leadership development, and conflict resolution, he noticed a pattern, smart, well-intentioned people keep using approaches that make disagreement worse. His work focuses on the brain science behind conflict and the practical skills that help people stay calm, ask better questions, and move conversations forward without damaging relationships. Mitch is the creator of the MindShifting framework and the author of Conflict and Collaboration. He brings clear explanations, real-world stories, and tools listeners can use immediately at work, at home, and in everyday life. Hosts book him when they want a guest who can explain complex behavior simply and leave audiences with takeaways that actually change how they communicate. His mission is to have a critical mass of ppl on this plan be resourceful, resilient and collaborative. He teaches courses that are on the state website that are free to teachers.
He currently teaches three courses to educators, one on resourcefulness, one on resilience, and one on conflict and collaboration. The reviews from educators are that they find them life-changing. They are being taught in Washington State and NY State, and they fill up about two months in advance; they are limited to 85 registrations.
Trench story: 1st business 1981-99, taught ppl to use computers. Talked to lawyers about not giving reasons when firing someone. It didn’t work, when they negotiated employee’s severance, it dragged on 6 mos. After he received the $, he said his goal was to get the maximum $ and he did. His goal was to win. It was a huge lesson in negotiation for Mitch.
Why do smart, capable people make worse decisions under stress? Frame under school or district leadership. We go into situations thinking there will be 1 right answer. We think we have to show power, 1 right decision. 1 thing leaders have to do is understand there’s 1 right choice- it’s often a complicated or complex situation. F.ex. picking a reading curriculum- there are many trade-offs. It’s building consensus as you made the decision. We can’t predict how someone will react. In a complex system, no one knows the right answer. F.ex. when a st. is late to class there are many reasons. When you change curricula, do a pilot group first. We often rely on experts but they’re not good at creative thinking & innovation.
What is actually happening in the brain when people become reactive or defensive? It happens @ work, w/ family & friends. Brain has 2 ways of thought- survival brain- limbic system. It assesses whether organism is in danger. Fight, flight, freeze. We resort to habits. Wakes up in 2/100th of a second and assesses if something’s a risk.Other part of the brain does executive functioning. If someone’s in a position of power, t’s often think “how can I protect myself”?
How can educators or leaders de-escalate conflict without giving up authority? Particularly in the classroom. 3 aspects are mentioned in the book. Look for ways to give positive fdb. Motivational interviewing- way of questioning, getting out info that allows you to move fwd. The interviewee has to know you’re curious about them. Non-violent communications- way of making requests where it’s less likely to have other person be reactive.
Why is burnout not a motivation problem or a willpower issue? Motivation is internal. When someone’s coming from a place of well-being it’s not willpower. It’s allowing ppl to operate in things that are most important to them. In terms of educators leaving the profession. WE think we have to bear down or work harder. Our survival brains have been honed to detect negative stimuli. It has to happen before the person fully burns out. Smallest negative thing will trigger them. If environment is toxic- get out, a bad system will defeat a good person. Look for positive stimuli. Consciously focus your brain on the good aspects of the job. T’s can learn how to do this w/ st’s. It teaches them how to be co-regulated.
What causes conversations to spiral even when both people mean well? Discussion around a difficult students often you focus on the negative. There’s also one w/ parents and admin. Prepare for the conversation in advance. Respond rather than react. You can map out what negative might be brought up. Can use AI w/ using motivational interviewing. He has a story about a teacher in one of his classes about a student who doesn’t show up, teacher has an assignment. Teacher needs to be in a place of calmness in order to declare a positive trait, ie. get themselves into an empathetic manner. Give st agency. Qu’s like “what would you like to have happen?”
Out of everything: self-awareness is the key first step. Ask self “Am I in limbic brain rather than sage brain?” Take a 2 m. mindfulness break. Positive self-talk. It’s a muscle to get yourself out of it- it requires training it or having a trusted advisor/coach.
Where can ppl find you online: https://www.mindshiftingwithmitch.com/ There is a free newsletter on mindshifting. If in NY state,you can go to frontline portal and sign up for the course for free. Find him on LinkedIn, FB, substack, IG @mitchweisburg
View this episode on YouTube: https://youtu.be/kV9soU8BCtk