Ed Soul podcast

Educator Connection:  

We’re back with Season 3 of Ed Soul, bringing you a healthy dose of inspiration and motivation for the new school year. If you were able to join us at the Sourcewell Educators Summit, this episode’s guests will be familiar! In our first-ever live recording, we asked leading minds in education the questions at the top of every educator’s mind. Hear from Garth Larson, Rainey Briggs, Rufus Lott III, and Becky Peppler on what makes meaningful professional development, what’s surprising in the world of education, advice to educators in a post-pandemic world and more. Pop your favorite ear buds in and take that first, confident step back into the classroom. We’re with you every step of the way! 

Meet the Panelists:  

Dr. Rainey Briggs:

Listed as one of the 48 Most Influential Black people in the state of Wisconsin 2021 by Madison 365, Dr. Rainey Briggs is a dynamic educator who has served as a cultural liaison, teacher, principal, Director of Elementary Education, and currently serves as the School District Superintendent of Baraboo schools. As an African American boy growing up in poverty, Dr. Briggs quickly learned how to advocate for himself and others and has carried that passion over into his daily work. Dr. Briggs obtained his degree from Edgewood College and wrote a dissertation on the Factors that Promote or Impeded the Success of African American Males in a Predominately White High School. Dr. Briggs strives to bring a voice to marginalized students and families. As a principal, he collaborated with staff and families to bring the motto “Every kid, Every day, Whatever it Takes” at the forefront of their school and a mission to live by daily. Dr. Briggs has worked with many school districts on providing professional development around equity and cultural responsiveness. He is also an adjunct professor at Edgewood College and Viterbo University. Dr. Briggs is a husband to Julie, an educator herself, and the dad to three teenage daughters. When they are not in a gym or on a field, Dr. Briggs and his family enjoy traveling, spending time outdoors, and barbecuing.

•  Dr. Brigg is watching: Ted Lasso, “Be curious, not judgmental.”

Rufus Lott III:

Rufus Lott III is the founder of LOTT Educational Consultants and lead consultant specializing in the area of Restorative Practices in schools. Most recently Mr. Lott served the Northeast Independent School District in San Antonio, TX as the Assistant Principal of Edward H. White Middle School. Mr. Lott played an instrumental role in the development and implementation of restorative practices as an alternative method for managing student behavior. This innovative, whole school approach was the first of its kind in the state of Texas, and has been considered the blueprint that many campuses across the state of Texas are following. Mr. Lott has 13 years of experience in public education in elementary and middle school as a classroom practitioner and administrator. As a former administrator, Mr. Lott’s passion is rooted in social justice and working with educators to better serve diverse student populations. His focus is on teaching real-life, applicable strategies that are essential for educators to utilize when working with both students and teachers. Today, he teaches restorative practices to teachers and administrators as an alternative method to exclusion, and as a means to build positive relationships and strong communities through dialogue using the circle process.

• Rufus is reading: The Potential Principal by Mark Sanborn, “If you don’t stay inspired, something or someone will come along and cause you to be desperate.”

Garth Larson:

Garth Larson, Ed.D is the Co-Founder and CEO of FIRST Educational Resources. Garth has previously worked as the Director of Learning for the Winneconne Community School District in northeast Wisconsin, was an elementary principal in two separate buildings and started his career in education as a high school speech and English teacher. In 2011, Garth formed Wisconsin Educational Resources (now FIRST) with a focus on improving student achievement across the United States. Since 2011, over 2000 school districts throughout the globe have become partnership districts with his company. Garth currently consults with school districts around the world and provides customized professional development around a variety of topics, mainly Professional Learning Communities 2.0, Learning-Centered Grading Practices, Leadership and School Improvement. Garth is also the author of Collaborative Systems of Support: Learning for ALL with co-authors Tom Hierck and Chris Weber, Target-Based Grading in Collaborative Teams: 13 Steps to Moving Beyond Standards with co-author Tom Hierck, Grading for Impact: Raising Student Achievement through a Target-Based Assessment and Learning System and PLC 2.0: Collaborating for Observable Impact in Today’s Schools with co-author Cale Birk.   

• Garth is watching: Suits
• Garth is reading:  Recalibrate the Culture by Jimmy Casas 

Becky Pepper:

Becky Peppler is the Director of The STAGR (Standards, Targets, Assessment, Grading & Reporting) Center (a division of FIRST Educational Resources). She has 15 years of professional experience in public education, working in the Winneconne Community School District in northeast Wisconsin. Becoming the “go to” person nationally for assessment and grading support, Becky has spent time as a 6-12 Instructional Coach with a focus on supporting teachers in the classroom on a daily basis. Prior to her role as an instructional coach, Becky taught Chemistry and Forensic Science and was the 6-12 Science Curriculum Chair. She is a member of the Wisconsin Society of Science Teachers (WSST), where she was awarded the Excellence in Science Education Award for the state of Wisconsin, and the Wisconsin Science Education Leadership Association (WSELA). Becky has helped the Winneconne Community School District transition to Target Based Grading at the middle and high school levels. She has a passion for designing meaningful assessments practices, making reassessment work, target-based learning implementation, building social and emotional skills and ensuring that all students continue to learn at high levels. Becky currently consults to school districts all over the United States in these areas. 

• Becky is reading: None of This Is True by Lisa Jewell

Reflection Questions:   

• Question 1: What are you most looking forward to in this school year?
• Question 2: How do you get the most out of your professional learning opportunities? 
• Question 3: Who has inspired you to be the educator you want to be?

Connect with the guests!

• Email: Garth@firsteducation-us.com
• Website: Our Team | FIRST Education 

Educator Connection:

Author, and global presenter, Dr. Phil Warrick joins us for a mini episode sharing content from his breakout session at the 2023 Sourcewell Educator Summit. Dr. Phil encourages us to focus on “the right work” using the High Reliability Schools Framework created in collaboration with Marzano Research. 

What is HRS?

• High Reliability Schools – based on the research of Highly Reliable Organization (an organization that will not tolerate high levels of failure)

• Marzano Research built a blueprint (18 months of research) to encourage low (or no) levels of failure for schools 

What is the "right work"?

• Using a qualitative analysis of foundational research studies, Dr. Phil and Marzano Research created a list of leading indicators for schools  
• Leading indicator is an economics term meaning the conditions you want to establish and sustain for your best opportunity to be successful  
• Education Research was applied to create targets for schools  
• The work begins with the adults in the system; no single person in an organization ever truly acts alone

The New Art and Science of Teaching

• Level 2 leading indicator: the school clarifies and uses a model of instruction that is research-validated and applicable across grade levels and content  

• 43 research validated elements that are interdependent on one another (not isolated)  

• The elements identify the conditions necessary to acquire knowledge, but teachers have defined autonomy in how each element or condition is carried out  

• Tight on research-based strategies; loose on what you choose to create the elements and conditions for learning  

• Use the research base and make it your own; practice snapshots of the 43 elements  

• The model accounts for phases of learning: brand new, deepen, application

Advice from Dr. Phil:

• As much as the pandemic has been a struggle, it’s time to move forward; our kids need us  
• There is no substitute for the human contact that occurs in the classroom  
• If you can cultivate effective student-teacher relationships, everything else falls into place; build the human connection first

Resources and References:

• Podcast: History that Doesn't Suck  
• 5 Big Ideas for Leading a High Reliability School

Reflection Questions:

• What is the instructional framework that your school uses? What is working well? What needs refinement?  
• What are the “tight” research-based practices used across grade levels and content areas? Where does teacher autonomy show up?  
• What “right work” have you been zeroed in on? Is there anything you need to let go of or be more intentional about?

Connect with our guest Dr. Phil Warrick

Educator Connection: 

Starting the new school year can produce some nerves or anxiety.  Will I be able to manage my classroom? Which rituals and routines do I choose? How do I know if it’s working and what do I do if I feel like it’s all falling apart? Jacki Brickman from The Catalyst Approach joins us to share a different way to thinking about the rituals and routines that we establish that help the adults in the room create well-managed classroom learning spaces.

Let's define what we mean:

• Ritual: The feeling that comes with the routines (i.e. things that brings you joy), provides connectedness    
• Routine: shorter procedures (i.e. turning in your papers), provides patterns and predictability which makes kids feel safe  
• Similarities: Both need to be purpose driven, both provide a means to an end 

Routines and Rituals that impact classroom management all year:

• They can be established anytime; the important part is that the adult knows why and how they are doing it  
• When we start earlier, students have the opportunity to get more reps in, but you can try something new at any time  
• You can’t possibly teach every routine in the first week, plus that would be very boring!  
• Sometimes you need to add a procedure or routine when you notice something isn’t going well    
• Regulate yourself 

Classroom Management connected to the larger school system:

• Is the rule so you can blame someone else? “Sorry it’s the school rule!”  
• Does the rule make sense and have a meaningful purpose?    
• Did we really “forget” the rule or procedure or is something else happening (i.e. weather changes); have the adults done their part?    
• When routines fall apart, it might be because the adult has made a change 

Mistakes, missteps, or missed opportunities:

• Believing things should be time based – “It’s been 6 weeks, why don’t they know this!”  
• Prioritizing speed over everything else (why, timing, understanding level). “Fast” can cause anxiety  
• Not aligning the routine to an authentic purpose; just aligning it to a rule or a reward  
• Kids want to feel they are connected to a bigger purpose in the school system, not just to follow a rule because it’s a rule    
• Assuming just because it’s been taught, “kids should know” and if they aren’t doing it, it’s because they aren’t motivated to do it or don’t want to do it  
• Stop using public shaming as a classroom management strategy    
• Trying to be perfect and teach everything on the first day/week  
• It’s never too late to try something new or solve a problem  
• Teaching the routine only when you need it instead of “Out of the Now” 

Resources and References:

• Planning Routines Handout from The Catalyst Approach    
• Find a class that Jacki mentioned in this episode  
• Jackie is listening to: Two Sides of the Spectrum, Good Inside with Dr. Becky 

Reflection Questions:

• Where did you feel affirmed in this episode and where did you feel challenged?  
• What shift or take away do you want to try?  
• What support do you need to make that shift or new application? 

Connect with Jacki!

• Email: info@thecatalystapproach.com    
• Website: The Catalyst Approach 

Educator Connection:

Dr. Muhammad lights the way for educators committed to supporting all students, discussing how to relentlessly pursue success for all students. We know that transforming school culture starts with each individual in a school building.  We can begin to change spaces and conversations if we’re courageous enough to speak out when injustices occur.  Listen in while Dr. Muhammad packs some incredibly powerful truths into this mini episode. 

What can I do as an individual educator to support healthy school culture?

• We need the courage to speak our truth and stand on our truth in the dark and in the light
• A (negative) vocal minority has more impact that a silent majority 
• Speaking your truth helps to shrink the circle of influence from those negative influences 
• Integrity is the willingness to accept repercussions for something you have a deep conviction about

Problematic mindsets

• There is a major mindset problem when the troubles of students that are victims of the achievement gap face (kids of color, kids of poverty, kids with disabilities, immigrants, English learners) don’t bother us deeply 
• There is a mindset problem when we see students’ lack of success as an inconvenience rather than motivation to serve and to help

The Liberation Mindset

• We (educators) are the door between success and failure
• What we (educators) do actually makes a difference  
• Educators are on a relentless pursuit to find “the right keys” to “open the door” to success 
• We must own our faults and talk about it

Advice from Dr. Muhammad:

• Learn the lessons of COVID: self-care is important, everyone’s experience matters 
• We can take the best out of tragedy and produce a new normal and foundation for the future. Let’s not go back and revisit the errors of the past.

Resources and References:

• The Alchemist by Paulo Cohelo

Reflection Questions:

• When have you had the courage to speak out against negative school culture (adult behavior)? 
• When have you found yourself in problematic mindsets? What can you do to shift?
• When have you found yourself in a liberation mindset? How can you stay there and positively influence others to join you?

Connect with Dr. Muhammad:

• Website: Anthony Muhammad (solutiontree.com)

Educator Connection:

Brains aren't a one-size-fits-all organ, yet our school systems were created to best serve students with neurotypical brains. Students and adults whose brains work differently encounter extra challenges daily that can leave them exhausted and misunderstood. Returning Ed Soul guests Jacki Brickman and Lisa Worden share their personal journeys to understanding their own ADHD diagnosis and ideas on supporting others that may be experiencing a variety of mental health challenges.  

Understanding ADHD

• Main categories include inattentive, hyperactivity, and compulsivity; sometimes there are combinations of these categories AND includes additional categories such as executive functioning or sleep patterns 
• Inattentive doesn’t mean not focusing on anything, it means focusing on many things; when all sensory inputs are given the same amount of importance, it’s hard to filter and can be tiring     
• Inattentive could be a symptom of something else   
• ADHD should not be categorized as defiant, making a choice, apathic, lazy, or not caring    
• There is a difference between learning a compensation skill (recommended) and reteaching the same skill repeatedly (not recommended)
• Sometimes schools respond with a social skill strategy, which can lead to marking symptoms so that other people are more comfortable (not recommended) instead of teaching other people about how the brain works (recommended)

What should educators and parents know?

• Just because you can’t understand what it would be like; listen to peoples’ experiences and believe them    
• You don’t have to know if there is a diagnosis to give someone grace, empathy, or support when they are having a hard moment   
• Stop sorting things into (only) three possible responses: 1. they need a lesson on it 2. they need to be reminded of the rule, or 3. we need to find the right motivational strategy    
• If there is a repeated behavior, you could get together with a team to look at other supports, but in the moment respond with empathy    
• Additional behaviors can manifest from growing up being misunderstood; when you’re used to defending yourself, responses can show up as anger, defiance, or shutting down – which leads to more additional disorders; sometimes they are connected and sometimes we (the adults) are doing the escalating    
• Trauma can come from continually being expected to do something you are not capable of doing – then you start to think you must be dumb or don’t try hard enough   
• Learn about the brain; be careful not to manipulate learnings, for example knowing that there is a reward center in the brain does not mean attaching it to a ticket system   
• Using things like fear and unrelated consequences doesn’t change behavior and if they do, it’s fear based    
• Be mindful of systems that are in placed to support neurotypical folks primarily    
• There are things a person with ADHD will notice and problems they can solve that no one else can see or notice  

Depression and other mental health challenges

• Depression can show up in a variety of emotions   
• Pay attention to a change in emotions or behavior i.e., withdrawing, trouble concentrating    
• People often associate mental health challenges with choice; the concept of choice is so ingrained in our culture    
• Offer support; Do say things like, “That stinks”, “I’m sorry this is happening.” “How can I support you.” Don’t say things like, “I know what that’s like.” “Everyone feels that way sometimes.” Or “It could be worse.” 

Strategies for support:

• Listen to people and believe them; being believed takes a load off   
• Try to understand people, not “fix” them   
• Strategies for ADHD: (adults) make a checklist, give a second chance, don’t mirror or match the emotion coming at you, smile, give grace, model habits – verbalize your own strategies, verbalize the next three things you will do   
• Before focusing on the student, look at the environment. How is the environment helping or hurting the experience of the student   
• Have the conversation; the worse thing to say is nothing if you’re afraid there is a mental concern 

Resources and References:

• Attention-deficit/hyperactivity disorder (ADHD)   ⁠
• Adult ADHD   
• Make It OK - Stop mental illness stigma    
• Depression   
• Podcast: Life With Lost Keys/ ADHD & More!  
•  Podcast: Two sides of the Spectrum   
• More on Dr. Russell Barkly    
• 988 Suicide & Crisis Lifeline 

Reflection Questions:

• What did you learn or hear that surprised you? Why was it surprising? What will you do with this new information?   
• What strategy will you take with you? What is something you want to share with someone else? Who else needs to hear this conversation?    
• How comfortable are you having conversations about mental health challenges? What can you do to increase your comfort level? What can you do to help support the comfort level of other adults in your building?  

Connect with Jacki and Lisa!

• Email Jacki here: Contact – The Catalyst Approach Email Lisa here: education@sourcewell-mn.gov    
• The Catalyst Approach 

Educator Connection:

November is Native American Heritage Month. This episode brings you primary voices featured live from our Sourcewell professional learning opportunity, Using an Indigenous Lens that Honors the Past, Present, and Future. Each guest brings a unique personal and professional perspective on the importance of Indigenizing the curriculum both for native and non-native students alike.  

Meet the panelists:

Charles Black Lance

Charles Black Lance is Lakota/Ojibwe and has worked in higher education for 20+ years. He currently serves as the Director of TRIO (Academic Support) Programs at Central Lakes College in Brainerd, MN. He is passionate about the importance of educating oneself and contributing to others' learning journey.  

Govinda Budrow

Govinda is an Educator at Fond du Lac Tribal & Community College; she spent 16 years teaching at Nay Ah Shing School District on the Mille Lacs. She grew up in an Indigenous family; her mother is from White Earth and her father is from Fond du Lac. Govinda shows up in this work to create positive change in for her community when too often Native people are not even being seen. 

Krystel Sam

Krystel’s family is from the Mille Lacs Band of Ojibwe, though not native herself. Krystel has worked for the Brainerd Public Schools supporting curriculum and the Indian Education Department. She now works as a para for Onamia Public Schools. She uses her personal life experiences of viewing through both the white and Native lens to help others broaden their perspectives.  

Dr. Misty Wilkie

Misty is a citizen of the Turtle Mountain Band of Chippewa. She is a nurse by trade and has worked in higher education at Bemidji State and now U of M in the nursing doctoral program. Indigenous knowledge has always been important but now western society is recognizing what Native communities have known for thousands of years.  

Resources and References:

• Reclaiming Native Truth Report
• We Are Still Here MN (website)   
• Boarding School Era Information
• 1978 American Indian freedom of religion legalized
• To Be Free (Govinda is an author of this text!)   
• Restoring our Place (Report)   
• Native Reflections (Classroom materials)   
• Indigenous Peoples Day Resources    
• 7Grandfather Teachings    
• Meet Tom and Betsy Peacock; founders of Black Bears and Blueberries Publishing   
• Dan Ninham FREE Posters  

Educator Connections: Minnesota is home to 11 federally recognized tribes and our Minnesota academic standards are written to reflect and include Native perspectives that represent both historical and contemporary examples. Odia Wood-Krueger from Understand Native Minnesota and Eden Bart from the Minnesota Humanities Center help us fill in potential missing gaps, share insights and wisdom, and connect us with vetted resources to Indigenize the curriculum and do it well.

What surprising to you about the "Restoring our Place" Report:

• State standards change without much support to teachers; that’s hard!   
• There is a large middle ground of folks that have the opportunity to learn more or retreat; we hope they lean in   
• Folks report it’s still difficult to find resources and there are still teachers that are not confident teaching Native content; many are afraid to do it “wrong” 
• As educators learn more, there are feelings of anger when they discover all that was missed connected to Native curriculum because history was/is told from the white perspective.

Supporting change and state standards:

• New Minnesota standards include 87 mentions of Native folks in ELA content along. Other standards changing to include Native mentions are science, art, and social studies.
• When choosing texts, consider the bullseye approach: In the center is Minnesota tribal members, next ring is other Anishinaabe and Dakota people, next ring is other tribal communities living  in Minnesota, and the outer ring is Indigenous people from all over the world
• It’s our job as educators to make sure we are vetting the resources we use and the stories we share and letting go of stories that are harmful, even if it is a favorite or has a lot of nostalgia connected to it (i.e., Island of the Blue Dolphins)  
• Reevaluate how you teach thanksgiving. It’s a holiday that never actually existed; it came to be hundreds of years later with the goal of gathering people; but it wasn’t the story we are told. Check out resources below. 

Advice from our guests:

• Be bold! Ask questions, reach out to Native folks   
• Attend a Pow Wow; shop in Indigenous shops; read books by Native authors   
• Ask for the PD you know you need; check in with your American Indian Liaison    
• Build relationships with Native folks over time; if you bring in a speaker or a guest, offer an honorarium  

Odia's picks:

• Watch: Reservation Dogs,  Native America, and Imagining the Indian: A Fight Against Native American Mascoting   
• Read: Settler Memory: The Disavowal of Indigeneity and the Politics of Race in the United States, The Cost of Free Land: Jews, Lakota, and An American Inheritance, Never Whistle at Night, The Misewa Saga Books, Mascot, and picture book recommendation: A Letter for Bob   
• Visit: Minneapolis Institute of Art, In Our Hands: Photography 1890 to Now and Art by Jim Denomie    
• Sign up at Understand Native Minnesota to stay connected to all things coming out here! 

Eden's picks:

• Read: The Seed Keeper: A Novel by MN Author Diane Wilson, Voices from Pejuhutazizi Dakota Stories and Storytellers
• Use: Considerations for Selecting and Assessing American Indian Resources
• Watch: Stories I Didn’t Know
• Visit art by Marlena Myles   
• Check out grant opportunities for educators here!  

General Resources and References:

• Restoring our Place report, resource lists start on page 52 
• Why Treaties Matter exhibit  
• Books and videos from the Minnesota Humanities Center 
• Learning from Place, Bdote Memory Map 
• MN Historical Society resources  
• The Ojibwe People’s Dictionary  
• Minnesota Department of Education Teaching and Learning Resources  
• This Land is Their Land: The Wampanoag Indians, Plymouth Colony, and the Troubled History of Thanksgiving 

Teaching Thanksgiving Resources

• Classroom for Change: Teaching Thanksgiving Responsibly  
• Native Knowledge 360° and Teaching for Change Virtual Teach-In: Indigenous Education 
• edX Online Course 
• School Group Reservations for the imagiNATIONS Activity Center in New York 
• Rethinking Thanksgiving Celebrations: Native Perspectives on Thanksgiving 
• Harvest Ceremony: Beyond the Thanksgiving Myth Study Guide 
• Honor Native Veterans with Native Words, Native Warriors 
• Selecting Indigenous Images for Your Classroom 

Reflection Questions:

• This episode was jam packed with resources and suggestions, where is the first place you want to start?  
• What gaps in your own learning and knowledge have been uncovered? What professional development do you need to advocate for? Where will you get it? Reach out if you need help finding something.   
• In what ways will you commit to no longer perpetuating myths or misconceptions about Native people? Who will you share this commitment with so our impact is instantly doubled? 

Connect with Odia and Eden!

• Find Eden through the Minnesota Humanities Center here 
• Connect with Odia Wood-Krueger here  

Educator Connection: January is National Poverty Awareness month. In this episode, poverty expert Paul Gorski gives us concrete examples of ways that well-intentioned traditions create economic barriers for students and their families, offering guidance on  what  to focus on instead. Paul helps us reflect on our own ideologies around deficit thinking so that when we say we want to prioritize children’s needs, our actions will match.  

Deficit Ideology defined:

• Deficit perspective is identifying weaknesses over strengths; deficit ideology is the deeper system that undergirds that thinking. It’s the belief that disparities exist because of a fault of people (that are also on the losing end of those disparities).
• It shows up in our framing language, for example: achievement gap vs. opportunity gap; generational poverty vs. generational inequity; drop out vs. push out   
• In the United States, we are socialized to have a deficit ideology; if I’m led to believe that anyone can achieve anything based on hard work alone (meritocracy), it makes it easier to buy into deficit ideology.    
• The focus is always “we have to fix those people” instead of “we need to fix these systems.” 

School examples:

• Discipline responses that are focused on teaching, making, or enforcing rules vs. looking at bias in adults or systems
• Family engagement strategies that focus on convincing low-income families they should care about school events, rather than making school events more accessible   
• Parents feeling less than, lectured at, or made to feel like they don’t care; sometimes it’s an intentional decision to save emotional energy for a family rather than have it drained at a school where they don’t feel respected     
• Micro-humiliations: day-to-day experiences that aren’t intended to humiliate but have that impact, i.e., exchanging items or gift, fundraisers that put kids in competition with one another 

How to respond:

• A public school should not have opportunities where some families can buy more opportunities and others are locked out of them.   
• Take inventory on the K-12 accumulative impact of all the extra curriculars, trips, activities, or classes a student might be locked out of and work to mitigate or eliminate this practice. Ask yourself, what is the value add? What is the learning connection?   
• Think self critically, does what we say publicly about our need to prioritize kids match our practice? If not, what adjustments do we need to make?    
• Students are experiencing micro-humiliations, bias, or racism in schools right now; we must be willing to have conversations about what they are experiencing 

Resources and References:

• Fix Injustice Not Kids and Other Principles for Transformative Equity Leadership 
• ASCD particle: Stop Punishing Poverty in Schools by Paul Gorski  
• Anti-Oppressive Education in “Elite” Schools by Katy Swalwell and Daniel Spikes 
• Leading through the Fray & Staying the course: April 25-27 Minneapolis, in person event 

Reflection Questions:

• Where have you seen deficit ideology arise in your setting? When have you seen it pop up in yourself?   
• What are the learning opportunities that we are selling? How can we limit this, if we can’t eliminate it all together?   
• What is one thing you will commit to that will remove micro-humiliations from your classroom or school building? 

Connect with Paul!

• Email: Send a message to Paul and team 
• Website: Equityliteracyinstitute.org 

Educator Connection:

In this episode we are diving into the Next Generation Science Standards (NGSS) with Shelly Munoz. Shelly is a 25-year educator who has a passion for all things science and STEM. She’ll share a variety of resources to support your science instruction, including simple shifts and first steps for implementing new standards, phenomenon to watch for this year, and how to tap into all things science and STEM, right in our own backyard.  

Next Generation Science Standards (NGSS):

• NGSS is three-dimensional learning: science engineering practices (what to learn), cross-cutting concepts (how to think), disciplinary core ideas all woven together
• New shift: Focus on “What are you figuring out?” vs. “What are you learning?”    
• New shift: Focus on educators as “Guide on the side” vs. “Sage on the stage”    
• New shift: Focus on systems that build, connect, and storyline vs. choppy, day-to-day learning in isolation   
• New shift: Focus on performance expectations (show or tell your learning) vs. regurgitation of facts    
• NGSS asks students to have conversations, ask questions, and develop their own models   
• Sample NGSS sentence stems: What do you notice? What do you wonder?   
• Pro tip: start with a phenomenon notice and wonder T chart, move to integrating talk moves, give opportunities to make a claim, provide reasoning, and name evidence (CRE) 

Examples of science in our own backyard: 

• MN is full of real-life, hands-on opportunities, where students are the solution makers   
• Agriculture and farming connection: science, technology engineering, mathematics in crop management, soil health, or livestock production   
• Forests, lakes, sustainability efforts, geology, water/well testing, wildlife conservation and influence of land use   
• MN has four very distinct seasons ; lean into meteorology and weather patterns   
• Snowflake analysis    
• Bird watching   
• Healthcare systems   
• Indigenous studies programs 

Integration of STEM examples:

• Work with a STEM integration teacher if you have one   
• Connect eco-STEM and environmental science opportunities   
• Start students early! We need strong programs early on or students lose that spark for science   
• Build in career and technical engineering opportunities connected to school learning  

Resources and References:

• On the Farm STEM   
• MN Association for Environmental Education    
• Science Teachers’ network at Sourcewell   
• National Oceanic and Atmospheric Administration (NOAA)    
• NASA Citizen Science   
• National Audubon Society (Bird watching, nature study and environmental stewardship)   
• Stem teaching tools.org    
• Tech Mobile Program by Sourcewell   
• MN Zoo STEM program online  
• PhET (Interactive Simulations for Science and Math)   
• New Art and Science of Teaching Talk Moves Sentence Stems

Reflection Questions:

• How has your understanding of the Next Generation Science Standards changed or been affirmed after listening to this episode?   
• Which resources would you like to dig into first? What is your one next step?   
• Shelly emphasized the importance of networking. Who is your support team? Who will you collaborate with as you develop lessons and create learning experiences for your students? 

Connect with Shelly!

• Email: education@sourcewell-mn.gov   
• Shelly is listening to: all there is with Anderson Cooper   
• Shelly is reading: Community: The Structure of Belonging by Peter Block  

Educator Connection: 

Managing disruptive student behavior is a timeless topic that has generated a lot of professional research. A (MN) statewide survey was released asking educators to rate their own self-efficacy as well as how often or frequently students were sent out of the classroom. In this episode, Dr. Nathan Elliot of the Catalyst Approach shares with us his latest research and results from 3,000+ survey responses on the connection between managing disruptive student behavior and teacher levels of self-efficacy. 

Why this study:

• Both the literature and anecdotal teacher conversations name emotional exhaustion (connected to disruptive student behavior) as a direct connection to teacher burnout   
• Working with humans and balancing the many needs of a classroom is a complex job   
• We already know that children’s skin color could be a predictor of how they are treated in a school; resulting in harsher consequences, or noticing disruptive behavior more often. This created urgency for studying what the adult role is in why this is happening 

An adult focus:

• Adults make subjective judgements about when someone has crossed the line or is too disruptive   
• Each adult has their own range of what they consider to be disruptive, this creates subjectivity    
• Traditionally we ask students to adjust their behavior to what the adult (with the power) says is acceptable   
• Creating the conditions for students to be successful in school is a huge (adult) responsibility    
• If the adult making decisions for children lacks awareness of that power, that adult could unintentionally make choices that harm children   
• Adults must be willing to be honest enough to back up and reevaluate responses 

Self-efficacy:

• Efficacy: The ability to produce the results    
• Self-efficacy: The belief you have about your own success in producing the results   
• Teachers with high self-efficacy tend to look inward, i.e. I can solve this problem   
• Teachers with low self-efficacy tend to look outward (I.e. if only I had a smaller class size, if only the parents were more supportive, if only my budge was larger, if only…)  
•  When people are overwhelmed, it’s easier to look outward 

Survey says:

• A very clear pattern was revealed: folks with high self-efficacy ratings also believed that students should not be sent out of the classroom as often as they are; conversely, folks with low self-efficacy ratings believe that send outs are the answer
• Affirmation: The data strongly reinforces that self-efficacy is related to the practice of sending students out  

How do I build my self-efficacy:

• Believe enough in yourself to stick it out when things are new, hard, or different 
• Seek out additional skills and support for those skills (coaching) 

Reflection Questions:

• How would you rate your own beliefs about self-efficacy and the practice of students being sent out of the classroom or learning experience? Why would you rate yourself like that? 
• Where did you see yourself in this conversation? What is it that was an affirmation or a surprise for you? 
• What skills and/or support do you need to seek out to be an even more effective educator? 

Connect with Dr. Elliot!

• Dr. Elliot’s favorite listens: Huberman Lab podcast  
• Email: nathan@thecatalystapproach.com  
• Website: The Catalyst Approach  

Educator Connection: Kari Yates shares her journey as a literacy leader and offers educators strategies that bring the science of reading into our elementary classrooms. Reading is head and heart work;, Kari addresses the need for the balance of both by starting with one strategy and shift at a time.

About the “Shifting the Balance” books:

• Born from a recognition that some things have been out of balance
• Originally written to uncover what has been missed and (honestly) to defend practices that were under attack
• The book shares strategies that encourage educators to identify practices to: celebrate and hold on to, that need to be polished up, that we need to let go of, and to make space to include new practices 
• Suggestion: Read the book all the way through first; then choose a bucket or shift you want to dig into deeply

Big takeaways:

• Creating psychological safety in the classroom is essential
• Oral language primes reading comprehension, oral language development, vocabulary development and intentional knowledge building
• Background knowledge is the most significant factor when it comes to comprehension, you have to know something about a topic (Shift 1 in Grades 3-5)
• The brain has to make sense of every word it’s going to store through orthographic mapping
• When kids rely on compensatory strategies early on, reading falls apart when text gets more challenging
• ‘Sight word’ is a status that words earn, not just high frequency words (Shift 4 in Grades K-2)
• Learn to embrace (good) decodable texts; make sure they still give kids something to think and learn about
• Kari’s personally ‘biggest shift’: Shift 5 in Grades K-2 on MSV cuing systems

Independent Reading Shifts:

• The relationship between volume and time spent reading and becoming a better reader is much more indirect and more of a correlation (Shift 6 in Grades 3-5)
• Research shows extrinsic motivators show a positive effect in the short run, but when it’s taken away, the motivation drops back even further than when a student started
• It’s tempting to rely on extrinsic motivators like pizzas, points, and prizes, but making sure all kids have access to lots of high-quality texts (text sets, not leveled texts) is more important
• Choice matters and is a motivator for kids, however it doesn’t need to mean completely open-ended choice all of the time, the teacher can and should still be involved in selecting texts
• Levels can be a demotivator; the most important place for levels is resource for teachers, not students
• No level can account for is what students bring to a text (background knowledge matters)
• When you’re motivated to read a text, you’re willing to engage in a productive struggle

Resources and References:

• The Six Shifts homepage: books, podcasts, online courses and more!
• The Six Commitments download 
• Think Again by Adam Grant
• Dr. Marilyn Adams researcher 
• Elkonin boxes resource 
• Join a Sourcewell network
• Natalie Wexler: Knowledge Matters podcast 
• Sold a Story podcast
• Science of Reading: The Podcast

Reflection Questions:

• Consider your feelings around the term, “The Science of Reading” what emotions come up for you on this topic? What thoughts and actions follow your emotional response?
• Where did you feel affirmed? Where did you think, “‘Oh shift!”’ I need to learn more about that?
• What will be your first next step as you work to build momentum towards meaningful shifts?

Connect with Guest Name!

• Contact Kari or Jan 
• Website: thesixshifts.com

Educator Connection: Artificial Intelligence isn’t going away. In fact, it will probably only become more and more embedded into our daily lives. Sourcewell experts Rachel Johnson and Mary Mehsikomer share ways to embrace this rapidly changing technology with our students and in our classrooms instead of shying away from it.

What is AI (Artificial Intelligence)?:

• IS computers analyzing data and identifying patterns
• IS learning from us as we continually input information 
• IS a helper or a consultant for humans
• IS NOT human, won’t replace humans, but may change the landscape of current jobs and enhance our abilities 
• IS NOT infallible, don’t take everything at face value

AI can be an educator ally: 

• Take on routine tasks such as attendance 
• Save time: provide grading or communication feedback, help with idea generation or creativity 
• Provide efficiency gains around lesson planning time, differentiations or personalizing activities 

What about cheating:

• Flip the thinking from cheating to helper
• Change the ways that we assign and assess: involve interpreting emotions, critical thinking, or human empathy 
• We need to teach and guide students about how to use AI
• We also need to provided education for our educators on how to use AI
• AI is just another, new component of digital citizenship and digital literacy 
• Use Chat to help generate feedback on student writing (students and teachers)
• AI can provide tutoring systems and homework help
• Increase accessibility, for example, text to speech for reading comprehension for multilingual students or various reading abilities

Pro tips:

• Not every tool stands the test of time; dabble in a couple resources
• Two ways to interact: use a specific formula: specific audience + objective + ways to interact + assessment or use it as an inquiry process; start general and then hone it down 
• Include media specialists to use and educate students
• Certain platforms have a limited number of responses (generally free versions)
• Include conversations about bias and discrimination that do exist in the tool
• AI will make stuff up; it’s called hallucination; we all need to be checking the accuracy of what AI is generating
• Caution around use AI detectors and accusing students about cheating 
• Follow Ed Tech leaders on LinkedIn

Policies and guidance in school districts:

• Adapt an “educate vs. blocking” mindset
• Invite students into the conversation and gain student perspectives 
• Many policies already exist or apply (i.e. around academic integrity and plagiarism)
• Administrators and staff collaboratively develop guidance rather than policy

Resources and References:

• Magic School AI
• Diffit 
• Digital Promise: Artificial Intelligence in Education
• Eduaide
• Class Companion 
• ISTE: Artificial Intelligence in Education (articles and online courses)
• The AI Roadmap by John Spencer
• The AI Classroom by Fitzpatrick, Fox, and Weinstein 
• Ed Week: Schools Can’t Sit Out
• EduTopia: 4 Time Saving Tools for Educators
• Easy Edtech podcast
• Shake Up Learning podcast
• Books by Jon Fila
• Check out Tech Mobile Resources

Professional learning and networking

• Join a Tech or Stem network 
• Watch for Intro to AI in June and August Sourcewell Professional Learning Opportunities
• Key Instructions Contact group

Reflection Questions:

• What was your comfort level around AI in the classroom at the start of this episode? Did it change? Why or why not?
• Where are you at in your own learning journey? What is your next step? What resources will you lean into?
• How do you see AI being a partner to you or your students? 

Connect with Rachel and Mary!

• Email Rachel Johnson and Mary Mehsikomer at education@sourcewell-mn.gov

Educator Connection:

In our previous episode, Embracing AI in the Classroom, we began to scratch the surface on both the positives and some of the cautions needed when using AI technology. In this episode, author and educator Jon Fila will take a deep dive on how to make sure we are using AI responsibly by mindfully watching for inevitable discrimination and bias that is baked into the tool.

Continued benefits of AI (Artificial Intelligence) in the classroom: 

• Easy way to create formative assessments; low risk practice, quiz banks for students that provide feedback in a timely manner and guide instructional moves 
• Can align with Universal Design principles, student characteristics, or be trained to include those 
• Customize prompts to include social and emotional learning language, inclusive and anti-racist examples  
• Ask: Is there someone that has been left out? AI can analyze its own bias 
• AI can help students get started and generate ideas 

Cautions of AI: 

• Ask ChatGPT for what you don’t want: i.e. avoid referring to debunked or outdated practices like learning styles, learning pyramid, left/right brain thinking, etc. 
• By default, the technology will perpetuate discrimination and won’t support marginalized populations, you must prompt it to do so 
• Push back on ChatGPT to feed it information about the world we live in now 
• Remind ChatGPT of your values, i.e. make sure your response include SEL, UDL, anti-racist language, etc. 
• Educator content expertise is very important. AI will make things up or “lie” aka hallucination, it needs a human check; don’t turn your thinking over to a machine 
• AI advice without educator review is hugely damaging and problematic 
• If teachers use AI to “lighten their workload” but don’t teach students to do the same, it can damage relationships 
• Be aware of sycophantic responses; the machine will tell you what it “thinks” you want to hear 
• English language learners, Autistic Individuals, etc. are disproportionately being flagged as AI generated 

Educator tips: 

• The better you are at using the tools, the less time you have to spend thinking about it 
• Educators can’t block our way out of the future; it’s inevitable let’s not waste time trying to fight it 
• Using AI isn’t cheating and accusing students of cheating is a trust and relationship breaker 
• Giving up “the essay” isn’t the worst thing that could happen. What other ways can students practice written communication? 
• Language to try when your prompts stall out: “This is vital to my career, and I’d greatly appreciate your insights” 
• Get started: Get an account on ChatGPT, start asking questions, and see what it does. Talk to a colleague about your experience and problem solve AI tools together 
• We can’t change behavior through a technological barrier. We have to learn how to work around these tools without blocking or AI detectors 

Resources and References: 

• Books and resources by Jon Fila  
• Ethan Mollick – How AI Changes Everything 
• Jason Neiffer, Ed.D. Montana State Virtual School  
• Michigan Virtual  
• Digital Learning Collaborative  
• Just for fun! The Bear on hulu 

Reflection Questions: 

• What was your comfort level before and after the episode? What is the reason for your response? 
• Which benefit do you want to lean into? Which caution do you need to be mindful of? 
• What is your next step? Which resource or tip will you try out? Who will you check in with? 

Connect with Jon! 

• Email and contact: Contact/About Me – Jon Fila Consulting, Inc. 
• Website: Jon Fila Consulting, Inc. – Bringing About Educational Change 

Educator Connection: 

In this episode, Jeff Meacham, 2023 keynote speaker from our first ever Student Leadership Conference, shares strategies with students about leaning into leadership characteristics. Jeff encourages students to be advocates, be considerate, and be present.

Understanding the 5 voices:

• Voice types: Connector, Nurturer, Creative, Guardian, and Pioneer     
• These voices help us understand our personality styles, strengths, and challenges; what’s it like to be on the other side of me?   
• We are a combination of our wiring and our experiences    
• We are all leading, is anyone following? Are you a leader worth following?    
• Do we understand the impact we have on other people? 

Push Pull Behaviors:

• The left and right hands of leadership; we are either telling (pushing) or listening (pulling)   
• How much of your time do you spend doing either one?   
• Knowing our tendencies, our maturity level, and our relationship with the person across from us all play into the decisions we make related to push and pull behaviors   
• Be aware of how you tend to show up in conversation; is it 80/20 in one form?  

Advice from Jeff:

• Be an advocate; fight for one another’s highest good through liberation   
• We all need to be open to growth and feedback   
• A true advocate will speak the truth with love    
• Good leadership means that we don’t treat everyone the same because we all need different things (more challenge or support)   
• Be thoughtful in the moment when the unexpected happens or we feel disappointed by an outcome   
• Pause before reacting; consider what might be happening in that person’s life that we can’t see   
• Slow down, be intentional about what is in front of you; Be. Here. Now.   
• Practical things: put your phone away or put it down   
• Invite a friend out and speak the truth in love about how they may be showing up unintentionally    
• When we are in groups, be mindful of how much we are on our phones   
• Consider your impact even in small ways; i.e. using people’s names and making eye contact    
• When you ask, ‘how are you?’ be ready to engage in that answer authentically 

Resources and References:

• The 5 Voices by Giant Worldwide   
• Jeff likes to recharge through music; some of his picks are: Steven Curtis Chapman or Casting Crowns 

Reflection Questions:

• What are your leadership tendencies? Do you know what it’s like to be on the other side of you?   
• In what ways do you advocate for your students? For yourself? How do you teach advocacy?   
• When did you pause and be considerate when a student did something unexpected or disappointed you? How do you model this behavior for your students? 

Connect with Jeff!

• Email and contact: jeff@forwardbychoice.com   
• Website: FORWARDBYCHOICE - Home 

Educator Connection: 

What happens on a Robotics team:

• Each year the teams build different robots from the same kit of parts 
• Teams review the rules, determine goals they want to accomplish; each team works to accomplish different goals, the robots are constructed differently  
• Teams collaborate with one another, everyone’s ideas matter and are built upon 
• Teams work and compete with students from all over the world, different languages, countries, etc. 
• It’s not just about building robots, there are many jobs on the team: business side, writing for awards, reaching out to sponsors, creating a media team, networking, scouting, or taking analytics  
• In between competitions there is dancing, mascots, and cheering  
• Winning is fun, but it’s also fun to meet other teams, encourage and collaborate with one another while sharing the passion of robotics and engineering  

Benefits of an all-girls team:

• Builds confidence in a male dominated field  
• Gives an opportunity to show what you know and overcome obstacles and barriers  
• In co-ed teams the girls tend to get pushed into certain roles (i.e. writing roles); on an all-girls team you get to try out all the skills. 
• According to their coach, the girls’ team tends to put out a better product and has more attention to detail 
• Females are breaking into traditionally male dominated fields and accelerating at it 
• The Cass Lake Bena team sits on the Leech Lake Band of Ojibwe land and incorporates indigenous culture by wearing “battle braids”, beaded earrings, and ribbons shirts or ribbon skirts to competitions 

Breaking down barriers:

• Typically very few young women in engineering or STEM courses  
• Males in these fields don’t seem to realize what they’re doing or have an awareness of the gender differences, but females often feel excluded even if it’s not purposeful  
• Young women need to clearly speak up, sometimes verbalizing, “I’m not being heard.” 
• Sometimes a lack of awareness is on both sides: i.e. a male saying, “let me help you with that” and a female letting them do the task when she didn’t need or ask for the help  
• Overcoming and shifting mindsets is difficult 
• There is nothing you can’t do; we need to take the blinders off and show others that women can do it 
• We are realizing our ideas matter and showing ourselves and others that we are more than capable  

Words of advice:

• Listen to your passion; just because it’s not a field that women (or men) typically go into; listen to what you really want to do and don’t ignore it just because it doesn’t fit someone’s stereotype 
• Join a robotics team! “It’s the hardest fun you’re ever going to have.” Including opportunities to travel 
• Teachers, get involved and see how the process (robotics) is life changing and meaningful for students.  
• Even if you don’t know anything about robots, jump in and start learning! 
• If you are doing what you love, it’s work, but it’s fun 

Resources and References:

• The Accelerators: Brains, Braids, and Bots documentary  
• American Indian Science and Engineering Society  
• First Robotics Competitions 
• Wings of Fire series  

Reflection questions:

• What activities does your school offer to spark an interest in STEM in elementary, middle school, high school and beyond? 
• How can educators not only empower our young women to speak up and make their ideas and voices heard, but help our young men recognize gender bias they may be operating with unconsciously? 
• What other opportunities (inside and outside the classroom) does your school provide where students can build confidence, learn collaboration, and problem solve (aka 21^st/22^nd century skills)? 

Connect with the teams!

• Email and contact: Jesse Frost Robotics Coach 
• Website: Follow the teams on Facebook 

Educator Connection:

Educators are both teachers and learners. Because we have the privilege of supporting students from a variety of backgrounds and identities, we also have the responsibility to understand and support all students. Knowing how to create environments that are safe and inclusive for our students that identify as LGBTQ+ can be a make-or-break experience for students. Listen in as human rights advocate, Ellie Krug shares how we can lean into our empathetic heart while supporting our LGBTQ+ students in rural spaces. 

Why is this topic important for everyone?

• Educators can “make or break” our students through their school experiences   
• Unless we can guarantee that we will never encounter someone “different” from ourselves in our lifetime, we need to lean into the voices of those considered “other” to gain perspective and learning   
• Closed decisions are usually based in fear; most people have truly empathetic hearts    
• We are all trying to survive the human condition (even if you feel safe currently)   
• Everybody could potentially be “othered” at some point 

Understanding the queer community:

• 1969 the word “queer” was weaponized; in the ‘80s the community took back the word “queer” as a source of pride   
• Queer kids are very astute to what is going on around them (i.e. MN 6th grader worried about decisions in FL)    
• Many students are scared to come out to their parents, they are afraid of loss (love, relationship, etc.)   
• There is social contagion for everything; however, it’s hard to come out and head down a road filled with grief    
• Transitioning is not a linear experience   
• Human authenticity will not leave you alone until you listen    
• When students play with gender expression (clothing, nail polish, etc.) it is a way of grabbing parts of authenticity, a way to try and feel closer to whole   
• If you feel it’s impossible to live as you, that it can never change, you lose all hope   Attempted suicide rate is 40 times higher in LGBTQ+ youth (source) 

Lean into empathy

• Educators showing love and empathy can make a huge different in the life of a queer kid   
• Make time for kids; even a 15-minute conversation with a child could change a student’s life   
• Tell young people that they are worthy and they matter; queer kids in particular don’t feel this   
• As educators we are in the profession of teaching and learning. If this is new, attend classes, seminars, listen to podcasts, etc. We need to educate ourselves    
• If it’s overwhelming, take a break and come back to it   
• Administrators ultimately have the power to allow supports for queer kids or not 

Resources and reference:

• Glossary of terms
• Getting to Ellen; A memoir by Ellen Krug   
• Ellie’s newsletter, The Ripple   
• Ellie 2.0 Radio   
• MDE Toolkit   
• PFLAG    
• Human Rights Campaign resources for schools
• The Power of Vulnerability by Brene Brown  
• Ellie’s reads: The Atlantic magazine; More Than I Imagined by John Blake 

Reflection questions:

• When do you feel your most authentic self? How would it feel if you had to check that part of you at the door to be in your school or classroom?    
• What is your comfort or experience level around supporting LGBTQ+ youth? What  will you read, listen to, or watch to help stay informed and educated?   
• How do you advocate for safe spaces for each and every student? What do you do when you become aware of spaces in the school that are not safe?  

Connect with Ellie!

• Email and contact:  elliejkrug@gmail.com    
• Website: ellie krug – writer, lawyer, human 

Educator connection:

April is Autism Awareness Month. We are joined by the CEO of Empowering Kids, Tiffany Schroeer to share how neurodivergent individuals operate and how educators can provide a best-fit environment. Great news, what’s good for neurodivergent kids is good for neurotypical kids too! 

Vocabulary:

• Neurodivergent: an umbrella term that can encompass anyone whose brain experiences the world differently.   
• Neurotypical: brains that function similar to most of their peers   
• ADHDers: Attention deficit hyperactivity disorder   
• AuDHD: A person who is diagnosed with both autism and ADHD  
• EBD: Emotional Behavior Disorder  

Language and labels:

• Labels can give a general helpful direction including feeling understood by others or themselves better   
• Labels can be hurtful when there is stigma attached, overgeneralizations, create shame and/or fear
• Mental health and physical health receive different (emotional) responses    
• Language and labels depends on the person, the context, and the situation   
• Labels can be helpful and hurtful, but you can’t get help until you have a label  

General educator and special educator tips:

• Knowing your own profile is as important as understanding others   
• Recognize your influence in your environment; how you organize, label, decorate, etc.    
• Active environments may not be regulating or supportive to Autistics; the teacher can add to dysregulation    
• What might seem like a simple task to you, is not for Autistic and ADHD students   
• Streamline and simplify transitions both cognitively and content related, keep directions or visuals in permanent locations; Use non-verbal cues to set up routines for things like walking in   
• Give yourself permission to pause, if you aren’t regulated, you cannot regulate others or co-regulate   
• If it’s not a great day, don’t try to push any interventions   
• Don’t judge parents on what they should be doing   
• Be open to experiencing things differently, get clear on the “why” of tasks; is there another way? Offer choice.    
• Shaming students or families for how they are wired is harmful   
• Mental health plays a massive role in teaching  

Resources and references:

• Purple Ella Autism & Disability and How to ADHD – Youtube channels   
• Embrace Autism    
• ADDitude online magazine   
• Affect Autism – podcast    
• Autism Society of MN    
• Check out the services offered by Empowering Kids   
• Sensory friendly offerings: Otter Cove Children’s Museum or haircuts at Schiller’s House Perham 

Reflections questions:

• Would you describe yourself as neurotypical or neurodivergent? How do you know? How has it impacted your school experience?   
• What is your teaching profile? Which students and environments are best fits for you?   
• What will you do to increase your knowledge and awareness of brain wiring that is new or different to you? 

Connect with Tiffany!

• Email and contact: Tiffany Schroeer, tiff@empoweringkidsperham.org  
• Website: Meet Tiffany and the team from Empowering Kids  

Educator connection:

Dr. Mario Acosta will be joining us as our keynote speaker for the 2024 Sourcewell Educator Summit. Listen in as he unpacks school culture, relationship building, and standards referenced reporting. Sign up your team to come see him in person and meet the rest of the High Reliability Team this August. 

Building a solid foundation:

• Create a culture where educators keep their autonomy, and move in the same direction (rowboat metaphor)   
• School systems must individualize for students in systematic ways (move away from the industrial model)   
• Every adult in the building is part of the village that has an impact on children   
• Create an environment where kids want to come to school, are happy, feel loved, safe, and have at least one adult that they feel connected to

Building meaningful relationships:

• Post -pandemic, kids are struggling to stay motivated, they need to find value in tasks and have buy-in 
• Teachers must keep high expectations for all students, “We will not, not let them learn.”  
• Re-assess behavior management process. Brains are physiologically wired differently due to technology; the environment has shifted and kids’ attention spans are different  
• Find a way to make a personal connection with each student, daily  
• Celebrate the things that are going well that aren’t tied to a standardized test – i.e. growth  

Create culturally responsive and trauma-informed schools:

• Simple tool: The goldfish with a shark fin metaphor  
• Above the water is the shark fin = negative behaviors manifested because of what students are experiencing  
• Under the water is a goldfish = the root cause of what might be needed or gaps to fill 
• We have to hold the shark fin accountable for its sharky behaviors AND feed the fish  
• If you only punish the shark and throw it right back in the water, we haven’t solved the problem 
• The human brain can be repaired, when you feed the fish you are actually helping to repair the brain 
• We also need to restore additional practices – if there are no consequences for behaviors, what is to stop them from doing the same thing again. We must create and sustain behaviors to help them function in society 

Standards reference reporting:

• Before we jump to standards-based grading, we must embrace standards-based learning  
• Report cards are political, they involve the parents, community, board, etc.  
• The foundation for successful standards referenced reporting is a safe supportive culture, effective teaching, strong curriculum, and then we can approach standards reporting; grading is the last step 
• Mindset shifts must be made as well as curricular to be successful  

Resources and references:

• Traumatic Experience and the Brain by Dave Ziegler 
• Marzano High Reliability Schools 
• The 5 Big Ideas for Leading a High Reliability School  
• National Educators for Restorative Practices  
• Shaping School Culture by Terrence Deal and Kent Peterson 
• Time for Change by Anthony Muhammad  
• Overcoming the Achievement Gap by Anthony Muhammad 

Reflection questions:

• What are some strategies you are confident using or already use? What is something new you want to learn more about?  
• What does standard based learning mean to you? Where is your school at on this journey? 
• Can you think of a time when you had to corral the sharky behaviors and feed a fish? How did this approach create success for both the student and the teacher? How would you do things differently if this is a new concept? 

Connect with Dr. Acosta!

• Email and contact: Mario Acosta (marzanoresources.com) 
• Come see Dr. Acosta and his Marzano Resource Associates this August at the Sourcewell Educator Summit 

Educator connection:

Looking for an opportunity for some hands-on, real-world, critical thinking and problem-solving learning for your students?  This episode is loaded with resources and experiences from the Minnesota Zoo. Experts and fellow educators, Kristi Berg and Liz Gilles share how you can get involved.  

About ZOO Design Challenge:

• An opportunity to use the zoo as a context for learning about animals and STEM   
• Students solve real world problems that will be used by the animals at the zoo   
• Each year there is a new challenge or focus, May 2024 the new challenge will be released   
• Students learn real animal needs, and build empathy for animals in new ways   
• Students explore STEM skills needed to work with animals or as a conservation biologist   
• Seeing a career in action makes a difference in creating potential career paths for students   
• Participation is flexible, no matter where you are geographically or what your school structure looks like 

Next Generation Science Standards connections:

• Programs are mapped to fit new standards 
• Curriculum can be downloaded from the website or activities are set up at the MN Zoo (at no extra cost)  
• Example: Biomimicry is in the standards and has shifted, MN Zoo has resources to support on the website 
• MN Zoo is the largest environmental education center in the state 

Collaboration with Native groups:

• Bison herd management is in collaboration with the tribe(s)   
• In place of the Monorail track is the largest treetop trail walkway over the bison exhibit; this was created in collaboration with the tribe   
• Resources are reviewed for culturally relevancy, the MN Zoo learns from tribes, and recommends educational activities from the Shakopee Mdewakanton Souix community (i.e. Hocokata Ti | Public Exhibit: Mdewakanton: Dwellers of the Spirit Lake (shakopeedakota.org) or SMSC Stewards of the Environment (shakopeedakota.org)) 

Resources and references:

• Minnesota Zoo ZOOMS STEM Design Challenge - Minnesota Zoo 
• ZOOMS Exhibition Website 
• Minnesota Zoo Conserving Minnesota’s Freshwater Turtles - Minnesota Zoo
• Minnesota Zoo “Show Us Your Mussels” Challenge - Minnesota Zoo
• Minnesota Zoo Field Trip Virtual Classes and Tours - Minnesota Zoo
• Merlin Bird ID – Free, instant bird identification help and guide for thousands of birds – Identify the birds you see
• Charlotte the Stingray A stingray named Charlotte got pregnant — exactly how remains a mystery 
• Saving Us: A Climate Scientist’s Case for Hope and Healing in a Divided World 
• Clean and White: A History of Environmental Racism in the United States  

Reflection questions:

• How have you incorporated STEM activities into your classroom? How might you use a zoo activity to create another high-engaging, real-world problem-solving opportunity? 
• What are some ways you have (or will) incorporate environmental or nature education into your science curriculum? 
• How have you (or might you) incorporated indigenous wisdom and conservation knowledge into your current science program? 

Connect with Liz and Kristi!

• Email and contact: Liz Gilles and Kristi Berg
• Website: Minnesota Zoo Educators Page - Minnesota Zoo

Educator connection:

Do you have a student that is almost ready to graduate? This episode is for you! Listen in as our guest, Luke Greiner, regional analyst from the Minnesota Department of Employment and Economic Development shares data to help student make smart financial and career decisions. Don’t forget to register to join us this summer at the Sourcewell Educator Summit 2024 and hear from Luke in person. 

Analytic data and graduates: 

• Our labor force isn’t growing as fast as it once was, we can’t afford to continue doing what we have been doing 
• We don’t need more jobs; we need the right people for the jobs that we already have 
• Studies show college grads seven years post-graduation has huge variation in financial outcomes 
• Most students’ grasp of money isn’t strong and they aren’t thinking of future unintended cost consequences  
• Going to college is different now than it was a generation ago; extra time is extra cost, and decreases the likelihood of degree completion  
• Education, for many (unlicensed) occupations, does not have education requirements attached to it; it’s used as a filter depending on the job market 
• The vast majority of jobs do not require a 4-year education or higher  

The gap year: 

• A gap year can be an excellent choice if you don’t know what you want to do, college is not designed to be a career exploration destination  
• Explore your interests and gain perspective in the fields you are considering  
• Talk to folks in the field, learn all the different parts of the job and find what your interests are 

Advice: 

• To students: ask questions about what you’re interested in, review the DEED website to explore options 
• To educators: remember how influential you are, the way you talk about your own community and careers makes a difference in what students choose to pursue  
• Instead of asking, “where are you going?” (to high school grads ask), “what do you want to be? 

Resources and references: 

• Data for Job Seekers / Minnesota Department of Employment and Economic Development
• Minnesota's Graduate Employment Outcomes / Minnesota Department of Employment and Economic Development
• Popular or Pragmatic Part 2: The Long View / Minnesota Department of Employment and Economic Development
• Podcasts: Planet Money, The Indicator, Freakonomics  

Reflection questions: 

• What was new or surprising information? What resources are you interested in following up on? 
• How does your school include current data trends into course selections, post-secondary advice, or personal finance learning? What could you shift, add, or change? 
• How could you incorporate data from the DEED website to create a real-life, hands-on learning project for students?  

Connect with Luke! 

• Email and contact: luke.greiner@state.mn.us  
• Website: Luke Greiner / Minnesota Department of Employment and Economic Development

Educator connection:

May is Asian American Pacific Islander Heritage Month. In this episode we are joined by Minnesota author, speaker, and educator, Kao Kalia Yang to share about the power of art, literature, and connection in the classroom. Kalia’s poetic stories and insights help reveal the power of seeing oneself in our own learning journey and being open to the various ways of knowing and doing that exist in our communities.  

Lessons learned from Kalia:

• Students are not only consumers of knowledge, but producers of knowledge  
• Teachers cannot be the engine for the learning that students need to do, at our very best; we are companions with them on the journey 
• Love requires that we are patient; we can’t force or protect, but we can be patient and kind 
• Questions are a wonderful way of inviting others into the conversation 
• Press pause if we aren’t prepared to engage 
• Consider: is there another way to think about this? The failure of the American education system is that there is only one way to do something right 
• We put great responsibility on ourselves (as teachers) to know everything; it’s ok for the adults to admit that they don’t know either, it increases our ability to learn 
• A teacher's ability to learn is proportionate to their ability to admit they don’t know everything 

 Seeing ourselves and others in literature:

• As a kid who is quiet, lonely, and new to the landscape, I know what it’s like to be hungry for kindness in the world 
• Books create connections to all kinds of characters (i.e. a father who loved us dearly)  
• Different books speak to the many parts of our humanity and universal experiences (i.e. hunger)  
• It is the pulse of humanity that readers are looking to feel 
• Sharing the Hmong story speaks not only to Hmong American readers, but all different ages and races by pointing us to our own story; the landscape that we inhabit together, not apart  
• Great stories live when patterns are broken, when we let others in  
• Asian American literature is always relevant, it’s always relevant to think of the world as a complicated place 

Resources and references:

• Where Rivers Part, The Rock in My Throat, A Map into the World, the Shared Room and more! 
• A special composition to accompany the reading of The Rock in My Throat 
• Lesson plan for The Rock in My Throat  
• Study Guide: The Latehomecomer  
• Strangers from a Different Shore by Ronald Takaki 

Reflection questions:

• How have you (or will you) work to include a balance of literature where students can both see themselves represented and also have windows into other worlds? 
• Kalia’s story about her father cutting down trees represents the ability to problem solve from multiple perspectives, how do you provide students an opportunity to think about learning, problem solving, and knowledge from more than one perspective?  
• What stories from AAPI authors have you incorporated into your library and curriculum? What do you want to add? 

Connect with Kalia!

• Website: Kao Kalia Yang – Author, Public Speaker, and Teacher 

Educator connection:  

Every year Sourcewell recognizes regional educators at our Educators of Excellence banquet and in this episode, we have the opportunity to hear from one of our 2024 Educators of Excellence. Meet Clayton Lang, Elementary Physical Education teacher from Cuyuna Range Elementary School in Crosby-Ironton, Minnesota. 

Highlights from the Crosby-Ironton School District: 

• Cuyuna Ranger Ride  
• Ranger Made – Student managed manufacturing company inside the high school 
• Technology at the Cuyuna Range Elementary School  

What Clayton loves best about being in education: 

• Sharing his passion for athletics and physical wellness 
• Supporting health and wellness in safe ways 
• Providing access to activities, especially in the outdoors  
• Supportive administration, colleagues, and amazing kids! 

Challenges about being a current educator: 

• Students struggling with basic gross and fine motor movements 
• “Screen time pandemic;" not enough time playing outside  
• Students have a hard time being in the moment 

Advice from Clayton: 

• Be patient, be positive, caring and loving 
• Don’t take it personal; support students along the way 
• You will always have trying days, but give it your all every day 

Resources and References: 

• The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness: Haidt, Jonathan: 9780593655030: Amazon.com: Books  
• Trails in Crosby-Ironton  
• Mr. Lang supporting Archery Skills 

Reflection Questions: 

• What do you find most rewarding about being an educator? Why? 
• What are some of your biggest challenges? What strategies or supports might you need?  
• How do you connect your personal passions to supporting students in your classroom and community? 

Connect with Clayton! 

• Email: clang@ci.k12.mn.us  

Educator connection:

Minnesota author and speaker Joe Beckman joins us in this episode to talk about the importance of human connection and shares strategies for educators.  Joe has spoken all over the world for more than 20 years with one simple mission: to reclaim human connection.

Kids don't care what you know, until they know that you care

• Create a space where a kid feels like they belong and trust can be built 
• Simple ways to build trust and belonging: high five, fun (student approved) nicknames, playing music 
• Story telling builds trust , #1 way to move from daydream to engagement  
• Use storytelling as a way to share a vulnerable moment while building hope and trust  
• We all (kids and adults) know what it feels like to have the big feelings and go through hard times 
• Educators and parents are put on a platform, when we lower it, we can connect better 
• We are all seeking real and authentic interactions with one another 

Legacy building tactics:

• Legacy can mean a lot of things to different people; Joe’s version based on a student response:  Legacy is the road we build for others to walk on behind us 
• Moves us away from legacy being about status, statistics, likes, etc. and brings it back to servant leadership  
• All of us can do our part to build a road for one person or a million people to walk down
• Legacy is based on our individual strengths and passions, combined with service with others to make a better world for others 

Educator legacy building tactics:

• Seek out kid(s) that need affirmation(s), sometimes we need confirmation on things our heart already knows 
• Legacy includes the small acts of kindness we leave for others  
• Educators can lean into the power of being seen; use eye contact, smile, high fives, ask questions  
• Check in on both young people and fellow educators, we all need to feel seen 
• Embrace boredom! 
• Seize the season; nothing is permanent, and everything is something we can learn from 

Educator advice and encouragement:

• Thank you for who you are and what you do 
• A teacher can make the difference for making kids feel safe and whether they want to be at school 
• We are better together, when we can create communities of trust and connection it creates an important legacy 

Resources and references:

• Joe Beckman books: Just Look Up & Just Look Back  
• iGen: Why Today’s Super-Connected Kids are Growing Up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood – and What That Means for the Rest of Us by Jean Twenge   
• The Coddling of the American Mind by Jonathan Haidt and Greg Lukianoff  
• Lost Connections by Johann Hari   
• Rat Park Ted Talk + an additional perspective  

Reflection questions:

• What is something you already do that creates safety and trust in your classroom? What is something you want to add? 
• Look at the kids on your class roster(s); who do you think feels affirmed and who needs an affirmation? Who do you think feels seen and who needs to be seen for who they are? What will you do? 
• What do you do in your school community to build trust and hope for the kids and the adults that share that space? 

Connect with Joe Beckman!

• Contact Joe here 
• Website: Joe Beckman - Speaker & Author 

Educator connection:

In 2021, June 19^th or Juneteenth, was declared a National Holiday. Whether you’ve been celebrating Juneteenth for as long as you can remember or still unsure about what the national holiday is all about, we have you covered. Educational Director of Culture and author Pearl Ivory leads us through her own personal insights into Juneteenth and why it’s an important holiday for all of us to recognize, understand, and celebrate.

What is Juneteenth:

• It signifies the effective end of slavery in the United States; troops arrived in Galveston on June 19, 1865, to ensure that enslaved people were free 
• Troops arrived 2 years after the emancipation proclamation was signed   
• The African American community has their fingerprint on many things (i.e. music); it’s an injustice to exclude part of our history 
• We need to name what happened - this was the end result of the Civil War; let’s celebrate that! People are free! 

Juneteenth is All of Our History:

• The Black community has significantly contributed to what our country is today  
• We need to be intentional about all peoples’ history; it’s not to point blame, it’s to talk about the facts 
• No one wants to be cast as the oppressor or the victim, that doesn’t mean we can’t talk about what happened 
• The goal is to be unified, not perpetuate an “us vs them” narrative  
• There is room in this world for all of us to grow, shine, be great, and be your best self 

What about the 4th of July:

• Juneteenth and the 4^th of July are not in competition with one another  
• Read Fredrick Douglass’s What To the Slave is the Fourth of July? 
• America is our community; families and cultural groups within still need healing  

 How should schools and educators include Juneteenth:

• Incorporate people, places, and history across grade levels and content areas  
• Be intentional so when June 19^th rolls around students know why we are celebrating 
• Seek to understand, ask questions, it’s ok if you don’t know something but don’t stay ignorant  
• Create spaces where people feel safe, can bounce ideas off one another, gain clarity, ask questions 
• Juneteenth should be included like any other national holiday and school celebration 
• Adults should preplan conversations and anticipate the emotions that might come up as well as responses  
• Include children’s lived experiences as knowledge to share  

Resources and references:

• Amazon.com: My Journey To Becoming...: The Best Version Of Me eBook : Ivory, Pearl: Kindle Store 
• Unspeakable: The Tulsa Race Massacre  
• Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation: Safir, Shane, Dugan, Jamila: 9781071812716: Amazon.com: Books 
• Amazon.com: How to Win Friends & Influence People (Dale Carnegie Books): 9780671027032: Dale Carnegie: Books 
• Amazon.com: Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience (Audible Audio Edition): Brené Brown, Brené Brown, Random House Audio: Audible Books & Originals  

Reflection Questions:

• How do you, or will you, educate students about Juneteenth? What’s a resource you like or want to check out?  
• What is your own personal experience with Juneteenth? How is it the same or different from your students? How does that impact you as an educator? 
• When and how will you preplan conversations so you are (as prepared as you can be) to answer student questions and respond to emotions? What questions do you have? Who do you need to talk to? 

Connect with Pearl!

• Email and contact: Pearl Ivory M.Ed | LinkedIn