common core

We've all been part of an unplanned global experiment in remote learning.  For many, the experience was traumatizing. Join us as we discuss essential strategies for planning and managing the residual baggage as we reopen schools.

Follow on Twitter: @ASCD @bamradionetwork @drncgarrett @SilverstoneMr  @debbiezacarian @bamradionetwork #WeLeadEd #FOR2020 #CALSA #EMPOWER20 #edleaders #Suptchat #leadupchat

 Debbie Zacarian, an educational consultant and author who focuses on leadership and instructional practices with diverse learners, brings three decades of combined experience as a district administrator, college faculty, and educational service agency leader.  She focuses on leadership and instructional practices with diverse learners. Michael Silverstone, a veteran 2nd-grade teacher and author of non-fiction children’s books and professional teaching books, teaches at Wellan Montessori School, near Boston and is a faculty member of the Montessori Elementary Teacher Training Collaborative in Lexington, MA. They are co-authors of Teaching to Empower: Taking Action to Foster Student Agency, Self-Confidence, and Collaboration (ASCD, 2020). Guest Host Dr. Chaunte Garrett, an ASCD Emerging Leader, serves as head of school for an eastern North Carolina charter district.

Some of the strategies and tactics we’ve used to engage students onsite wither when teaching and learning goes online. In this episode, we look at a few things that work well to engage students online.

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Mike Anderson is a former award-winning teacher, an education consultant, and author of the new ASCD book, What We Say and How We Say It. Matter: Teacher Talk that Improves Student Learning and Behavior. Guest host Fred Ende is the assistant director of Curriculum and Instructional Services for Putnam Northern Westchester BOCES, one of New York’s 37 regional education service agencies. He is author of the ASCD Arias, Professional Development that Sticks: How do I create meaningful learning experiences for educators? and ASCD Emerging Leader.

Discussing school and "doing school at home" takes into apples and oranges territory. Join us we examine some of the traditional classroom practices that transfer well to distance learning and identify those that don't.

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Justin Reich is a learning scientist interested in learning at scale, practice-based teacher education, and the future of learning in a networked world. He is an Assistant Professor in the Comparative Media Studies/Writing department at the Massachusetts Institute of Technology and the director of the MIT Teaching Systems Lab. The Teaching Systems Lab designs, implements, and researches the future of teacher learning. He is the instructor for five free, openly-licensed MOOCs about change leadership in education. He is the author of Failure to Disrupt: Why Technology Alone Can’t Transform Education, forthcoming from Harvard University Press. He is also the host of the TeachLab Podcast.

Our guest asserts that our role goes beyond preparing students for college and career, to preparing kids for life. He offers five skills that we need to cultivate to achieve this expanded vision of education.

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Tom Hoerr, Ph.D. is head of New City School in St. Louis. His latest book is Taking Social Emotional Learning Schoolwide: The Formative Five Success Skills for Students and Staff (ASCD). He also writes a monthly column for “The Principal Connection,” an educational leadership magazine. He has led schools for 36 years and has written on leadership, faculty collegiality, and multiple intelligences. He initiated and taught in the Non-Profit Management Program at Washington University in St. Louis. Guest host Kyle Hamstra is a STEM Specialist at Davis Drive Elementary in Cary, North Carolina and ASCD Emerging Leader 2016.

The science of reading is a surprisingly controversial subject. There are camps of advocates for different strategies and they are as polarized as American politics. Our guest offers practical insights on how we can avoid the traditional pitfalls and find a common bridge to improve reading for all students.

#classroomstrategies

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Benjamin Riley is the founder and executive director of Deans for Impact, a national nonprofit organization dedicated to ensuring every child is taught by a well-prepared teacher. As part of that mission, Deans for Impact believes that every teacher should understand and know how to apply the science of learning in their practice. Prior to founding Deans for Impact, Ben conducted research on the New Zealand education system, worked as the policy director for NewSchools Venture Fund, and served as deputy attorney general for the State of California. He received his bachelor’s degree from the University of Washington and J.D. from Yale Law School.

Join us as we explore the benefits of combining expertise when working with English language learners and discuss four principles for building our skills in this area.

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Andrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). Abbie Eklund is a National Board Certified Teacher, achieving certification in 2010 as a middle childhood generalist and ASCD emerging leader.

Join us as we explore the benefits of combining expertise when working with English language learners and discuss four principles for building our skills in this area.

Follow on Twitter: @ASCD @Eklundteaches @bamradionetwork @andreahonigsfel

Andrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). Abbie Eklund is a National Board Certified Teacher, achieving certification in 2010 as a middle childhood generalist and ASCD emerging leader.

In this episode, our guests guide us through the steps to rethinking inclusion. Join us as we explore strategies to move toward a process where the needs of every child are inherently met within the general curriculum, instruction, and services. 

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Nancy Frey, Ph.D. and Doug Fisher are co-authors of Your Students My Students, Our Students: Rethinking Equitable and Inclusive Classroom (ASCD). Nancy Frey is a Professor of Educational Leadership at San Diego State University. Dr. Frey is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She has co-authored several books on literacy. She teaches a variety of courses in school improvement and literacy leadership. Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles and books on improving student achievement. Abbie Eklund, Principal of Lincoln Elementary School, 2016 ASCD Emerging Leader.

Our guest acknowledges that we have not prepared teachers to get the most out of coaching.  Nina Morel offers practical steps teachers can take independently to make coaching a positive and enriching experience.

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Nina Morel, Ed.D., is Executive Director of Leadership Development and Coaching and former Dean of Professional Studies at Lipscomb University. She has developed and led innovative coaching programs as well as competency-based online undergraduate and graduate programs. She is the winner of the Milken National Educator Award and has taught at the secondary and university levels. As a school district administrator, Morel created and led large scale coaching and ESL initiatives.

Morel is the author of “Learning from Coaching: How do I work with an instructional coach to grow as a teacher?” (ASCD, 2014); “How to Build an Instructional Coaching Program for Maximum Capacity” (Corwin, 2012); and "Redefining Competency-Based Education: Competencies for Life" (Business Expert Press, 2018).

Our guests explain the distinction between solving problems and managing the dilemmas that new and aspiring school principals typically face. Join us for practical strategies for coping and dealing with the intractable challenges of school leadership.

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James P. Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. He has published extensively on issues of education policy, policy implementation, school reform, and school leadership. Rebecca Lowenhaupt is an associate professor of educational leadership at Boston College's Lynch School of Education and Human Development. She teaches aspiring school and district leaders about teacher supervision, organizational theory, and research methods, and serves as an associate editor for the journal Educational Policy. Guest host Abbie Eklund is the principal of Lincoln Elementary School in Illinois and an ASCD Emerging Leader.

There are challenging student behaviors that are unresponsive to standard classroom management strategies. In fact, in many cases, standard practices can aggravate the behaviors. Learn why and how to develop a set of strategies for these special cases.

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Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst, special educator, doctoral student, as well as a consultant to schools internationally (www.jessicaminahan.com). Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).

Join us for a discussion on the best ways to support students who are new to the country or still struggling with learning in English.

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Dr. Margarita Calderon and Shawn Slakk are co-authors of "Success with Multicultural Newcomers and English Learners: Proven Practices for School Leadership Teams." She is Johns Hopkins University professor emerita and has served on national preschool to 12th grade literacy panels. She has authored, coauthored, or edited more than 100 books, articles, and chapters. Shawn Slakk is vice president of operations and senior consultant for Margarita Calderón & Associates, where he and his colleagues train teachers and administrators how to consolidate language, literacy, and content for English learners and all other students. Dr. Chaunte Garrett is a longtime educator, speaker, and presenter, as well as an ASCD Emerging Leader.

As we know, reflection is essential for self-awareness, growth, and effective leadership. In the episode, we discuss the critical question every school leader must be willing to ask themselves to have a positive impact on staff and students.

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Award-winning educator Baruti Kafele is a leading keynote speaker and best-selling author. His books include Is My School Better a Better School BECAUSE I Lead It?, The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence, and The Teacher 50: Critical Questions for Inspiring Classroom Excellence. Rachael George is the principal of Sandy Grade School in the Oregon Trail School District and an ASCD Emerging Leader.

Join us for a discussion on the essential qualities of a good teacher as we explore some counterintuitive findings in a new book.

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Valerie Hill-Jackson is the Director of Educator Preparation Programs and Partnerships in the College of Education and Human Development and a Clinical Professor of Teacher Education in the Department of Teaching, Learning, and Culture at Texas A&M University. Rachael George is the principal of Sandy Grade School in the Oregon Trail School District and an ASCD Emerging Leader.

Our guest sees a growing pandemic of students who are being pushed and pressured to achieve academically at the expense of the overall well being. Have we lost our way?

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Cathy Vatterott is a professor of education at the University of Missouri–St. Louis. After she presented at several educational conferences, participants began referring to her as the "homework lady."
We will be discussing Cathy's article "The Teens Are Not Alright" in the May issue of Educational Leadership.. Host Anthony Rebora is the Editor in Chief of Education Leadership.
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Combining Understanding by Design and neuroscience opens up myriad new possibilities for improving instruction. Join us as we explore the implications of marrying the two.

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Co-authors Jay McTighe and Judy Willis of Upgrade Your Teaching: Understanding by Design Meets Neuroscience.
Jay McTighe has coauthored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Dr. Judy Willis, a board-certified neurologist and middle school teacher in Santa Barbara, California, has combined her training in neuroscience and neuroimaging with her teacher education training and years of classroom experience.
Dr. Chaunte Garrett is a longtime educator, speaker, and presenter, as well as an ASCD Emerging Leader.

Join us for a discussion on rethinking our professional learning conventions with an eye toward greater personalization for educators.
Allison Rodman is the author of Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice. She is an assistant principal and director of professional development at Mariana Bracetti Academy, a K–12 Title I school in Philadelphia, Pennsylvania. She is an executive committee member of PhillyCORE Leaders, a diverse coalition of rising education leaders whose mission is to build a more positive and collaborative education community by connecting leaders who are making an impact on Philadelphia education. Kyle Hamstra is a STEM Specialist at Davis Drive Elementary in Cary, North Carolina and ASCD Emerging Leader 2016.

In this episode, we explore the language and behaviors that help young children cultivate the habits of mind that lead to appropriate social and intellectual development.

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Bena Kallick and Art Costa are co-authors of Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers. They are co-directors, Institute for Habits of Mind, a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the US and internationally. Art Costa is professor emeritus of education at California State University. Abbie Eklund, Principal of Lincoln Elementary School, 2016 ASCD Emerging Leader.

In this episode, we take a candid look at the challenges of discussing race in the classroom with an eye on what works and what does not.

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Matthew Kay is a founding English teacher at Science Leadership Academy in Philadelphia and the author of Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom (Stenhouse, 2018). Host Anthony Rebora is the Editor in Chief of Education Leadership.