Ed Soul podcast

Common school practices 

• Beginning of the year prompts. Instead of: “What happened this summer?” Try: “What goals or dreams are you looking forward to this year?” 

• Discounted Yearbooks at the beginning of the year  

• Thanksgiving is a day of mourning for some  

Speaking up 

• It doesn’t have to be political, it is humanistic  

• Lean into tough conversations about race 

• Work to recognize the ways students feel marginalized and advocate for them 

• When students report incidences ask, “Has this happened before?” 

Moving past defensiveness 

• Keep it student focused 

• Called in vs. Called out 

• Feedback is a gift 

• Focus on the impact, not the intentions 

• Normalize and humanize conversations around race, socioeconomics, and gender, etc.   

Advice from our youth 

• Adults, please speak up and use your voice 

• Inaction by adults, hurts more than the incident   

Resources  

Gorski, P. and Pothini, S. (2018) Case Studies on Diversity and Social Justice Education Second Edition. Routledge 711 Third Avenue, New York, NY 

Humanize My Hoodie:  Educators As Allies  

Stay connected with Seema! Seema.pothini@gmail.com  

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Many U.S. states, including Minnesota (via proclamation), focus on Indigenous Peoples Day on the second Monday of October in place of what was historically Columbus Day. I sat down with Charles Black Lance, an educator and community leader in Brainerd, Minn., for some insights on this holiday.  

Why the change?  

• Not necessarily anti-Columbus, but we need to enhance the whole conversation by honoring and respecting histories and traditions of Indigenous people that were here long before Columbus and are still here today. 

• When traditionally celebrating Columbus Day, we don’t always include the deeper realities of what his coming to North American meant for Indigenous people. 

• When we clean up histories for children, we lose context that help us understand why and how. 

What should stop? 

• Stereotypical representations or caricatures of Indigenous people.  

• Placing Native people only in the past. 

• Honoring nostalgia for some, over harmful experiences for others. 

What should I do? 

• Look harder, adjust your lens. 

• Educate yourself with books, documentaries, and podcasts.  

• Critically consume information. 

• Do something with your learning. Speak up, take action, and positively influence those around you. 

• Ask! Conduct internet searches, consult media specialists or curriculum directors.  

• Listen and learn from people that are experiencing “it” for example, your local American Indian Advisory committee.  

Resources  

• Native American Indigenous Games 2023 naig.com 

• An Indigenous Peoples’ History of the United States for Young People (ReVisioning History for Young People) by Roxanne Dunbar-Ortiz  

• Minnesota Department of Education Resources 

•  American Indian Library Association  

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Why a Student-Centered Approach? 

• Children are respected, rather than seen as problems to fix 

• Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline 

• Shame based (public and private) approaches do not change behaviors and are harmful 

• Flip from compliance to connection 

What makes this difficult? 

• Education is a hard job  

• We do what we know or what was done to us 

• We assume that motivation is what is lacking; this is not always the root cause  

• What we look for, we will find. If we are looking for kids to be wrong, we will find it. 

• You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.” 

• A dysregulated adult cannot help a dysregulated child 

What should I do? 

• Prioritize connection over compliance  

• Widen your lens as you consider behavior  

• Include student voice 

• Invest in yourself through coaching, professional learning, self-development, and building new habits  

• Create predictable circumstances for students that support high quality work  

• Let students feel success   

Connect with Jacki and Lisa:   

• Thecatalystapproach.com 

• Mn.sourcewell.org 

Resources: 

• Gender Inclusive Schools 

• Relentless Indigenous Woman 

• With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig 

• Sourcewell webinar:  Positive Behavioral Interventions and Supports   

• Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Anticipating a break 

• Anticipation impacts regulation (positively and negatively) 

• Teach students what it means to be in a regulated, compromised, or dysregulated learning state 

• Model and create atmospheres where we get to have feelings and learn how to express them in a way that doesn’t disrupt learning 

• Every behavior is an expression of a need 

• Be mindful of what anticipating the holidays means for us (the adults) 

Sending students off well 

• Create consistency and predictability while students are away; provide students with journals, scavenger hunts, picture books, etc. 

• Give them something to look forward to during the break and set them up for an exciting return: “Fun to Come!” 

• Include their voices: what do you want to learn about when you get back? 

What about the adult?  

• Work towards creating a manageable, realistic day every day so we don’t have to rely on breaks to recharge 

• Redefine time; how do we want to use the time we have (there will never be enough time!) 

• “If I can name it, I can tame it” – Dr. Dan Siegel  

• How is my mindset impacting me, who can help me reframe my mindset? 

What does reentry look like? 

• What is my anticipation heading back?  Anticipating Awesome? Feeling dread?  

• Our mindsets influence outcome 

• Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break 

Needs that drive behavior  

• Physical: sleep, healthy food, limited screen time, etc. 

• Emotional: practicing getting into and staying in my upstairs brain 

• Relational: Needing and thriving from human connection 

• Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break. For some, breaks are challenging.   

Resources 

Relationship, Responsibility, and Regulation:  Trauma-Invested Practices for Fostering Resilient Learnings  

Fostering Resilient Learners  

Stay connected with Kristin! https://www.fosteringresilientlearners.org/ 

Reflection Questions 

• How do you keep human and kindness at the forefront? 

• What is one strategy you’d like to try? 

• How will you anticipate awesome as you and your students return from a break? 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Whether you are a coach and you are engaged in sharing feedback with other colleagues, you are an administrator that evaluates, a teacher that delivers feedback to students, parents, or caregivers or a human being; we are all tasked with engaging in difficult conversations from time to time. Jacki shares about how having the hard conversations, that ultimately impact students, is our responsibility.  

What makes a conversation difficult? 

• Lacking confidence to articulate on a topic (articulation does not equal intelligence)  

• Topics around students that are misrepresented, marginalized, or misunderstood (based on preconceived ideas) 

• Inaccurate definitions operating as facts, including ideas that are misrepresented or misunderstood  

• Conversations that involved boundaries; advocating for yourself can be hard 

• Perfectionism 

• Providing feedback to the person in a power position or hierarchy  

What should we avoid? 

• Using common words without common definitions  

• Thinking someone else should have the conversation (“Passing the buck”) if it is our responsibility to own; however, if the harm did not involve you, keep yourself out 

• Centering or prioritizing your feelings or the feelings of the person receiving the feedback, over the impacts that the topic is having on students (or other affected groups) 

• Ignoring hard topics (bystander effect)  

• Taking others’ reactions or emotions personally  

• Jumping to conclusions, assuming how people will react, or what they may be thinking 

• Letting our past experiences put us on guard or on the defense before engaging  

• Only having deep conversations about things that need to change vs. ongoing deep conversations about practice  

Strategies that support difficult conversations  

• Creating a culture that encourages feedback, learning, and growth  

• Consider the reason for your feedback, the timing, and the relationship with the receiver  

• Focus on the impact over the intention  

• Recognize if you’re dysregulated (in your head, body, emotions)  

• Pause to find your words, “break and breath”  

• Listen, don’t speak to be heard  

• Know your own tendencies or fears and how they may impact your ability to give or receive feedback 

• If you’re in a position of power, create avenues where it is safe to both give and receive feedback 

• Think about the next engagement:  don’t avoid people and don’t “overdo it” 

Helpful Reminders 

• Initial reaction isn’t always the long-term thought; sometimes people just need time 

• Behaviors are not only an asset or a liability; they might be both; consider your “why” for engaging  

• Sort out whose feelings you’re prioritizing and protecting 

Connect with Jacki: thecatalystapproach.com 

References:   

Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House Publishing Group 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

December is a busy month and let’s face it, being an educator can be tough year-round!  I want to share 5 things to try when stuff gets tough in this bonus mini episode.  These are strategies that have been helpful for me, and I hope you find something helpful here as well.  If you have a strategy you’d like to share, email us at education@sourcewell-mn.gov and we will share out your ideas in our Educators Facebook Group. 

1. Change your password or passphrase 

• Make it inspirational, encouraging, or funny! 

• This helps sends a positive message every time you log into your device 

 2. Write self-affirmations  

• Handwrite self-affirmations and read them aloud! 

• Counteract the negative narrative in your brain 

• Use a journal, stickies on a mirror or bath crayons in the shower! 

• Consider the stories you are telling yourself, about yourself  

 3. Say Yes! 

• Prioritize the people in front of you 

• Rachel’s example: Emergency class meeting!  

• Don’t forget about the fun 

• Rachel’s example: Dance party! 

• Pay attention to the needs of others and yourself  

 4. Say no. 

• Set boundaries, and know your limits 

• Create a culture where it’s ok for other people to say no 

• Everyone has a different capacity level; don’t compare! 

 5. Use a visual to prioritize your needs 

• List everything that is stressing you out from the big to the little 

• Create a target with a center and two outer rings 

• In the center: people and relationship (don’t forget about yourself!) 

• In the middle ring: important tasks that need a plan 

• In the outer ring: not urgent, what can I let go of? 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Common adult behaviors that trigger the blues   

• Fatigue 

• Mindsets: struggling to focus on strengths 

• Hesitant to do things that bring us joy 

• Hyper focused on (having) control 

Healthy, resilient responses for adults  

• Building a healthy culture within our setting to vent, uplift, share ideas, approach difficult things together 

• Consider how others experience us; what we say and how we say it 

• Take a break before a tough interaction 

• Get the 10,000-foot view – most things aren’t as urgent as we think 

• Hit the pause button; what do we want to accomplish here? 

• Don’t underestimate our own value, we are all essential to the culture  

• Keep it simple: balance your love and your loath  

• Reestablish our definition of time: how do you want to spend the time that you do have?  

How can we help students regulate through long winter months? 

• Build in regulation resets throughout the day   

• Use common language: are we learning ready or learning compromised? 

• Make school a safe place: I see you, you matter, you belong here, we will meet your needs  

• Shift your language from “have to” to “get to”  

• Pay attention to language and framing; invite students into consent  

• Celebrate successes even when they appear small 

• Notice the stories students are telling us, as well as the stories we tell ourselves 

Strategies for all: 

• Tap in, tap out 

• Field Tripping 

• Resilience building strategy: Appreciation, A-ha, Apology or Connect, Celebrate, Commit  

• Keep human at the forefront 

• Be present and acknowledge when things are hard; we don’t always have to solve or fix  

• We get to reset and reprioritize education; we are never going back to 2019! 

What Kristin is reading:   

• Brene Brown on Braving  

• The New Classroom Instruction that Works by Brian Goodwin and Kristin Rouleau  

• Stay connected with Kristin! https://www.fosteringresilientlearners.org/ 

Reflection questions: 

• When have you found yourself feeling stuck? Which resilient strategy resonates most with you? 

• Which of these student strategies were affirming to you? What new strategy will you try? 

• What can you do to build a culture of support within your own context? 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Ways to revitalize and diversify curriculum 

• Apply a good filter; watch for what explicit and implicit messaging in the content

• Include a broad array of perspectives

• Don’t sugar-coat hard things

• Make sure students can students see themselves in the curriculum

• Teach larger concepts of justice, democracy, human growth, and development using all kinds of people that have contributed to these concepts  

• Identify and include absent narratives

What gets in the way of revitalizing and diversifying our curriculum? 

• Tradition, or personal affection or nostalgia for a certain topic 

• Assumption of what students should learn: the cannon, college ready, standards and testing 

• Educators feeling like they don’t have the knowledge or time to make changes 

• Parents critiquing changes in the curriculum

• Assuming students are too young to talk about difficult things or current events 

An example of revitalized curriculum: MLKJ 

• Learn about his values and think about how would he apply it to current topics?

• Give a full and accurate representation of who he was; not just dreamy 

• Include MLKJ and other BIPOC leaders in the curriculum all year long

Dos or Don’ts for Black History Month

• Do add stories of whimsy, love, friendship, and creativity; Don’t limit your discussion to stories of trauma, oppression, or overcoming adversity 

• Do involve you students by making stories relevant to their lives

• Do expand complexity and context, not just history but current events as well; Don’t limit yourself to single heroes – what are the stories of the people, the area, the geography?

• Do expand the context where these stories live (math, science, tech); Don’t limit it to the humanities

• Do balance our stories so they aren’t all victim-focused; who is the focus on? 

Resources & References 

Connect with Marceline: www.dueeast.org; @dueeast

• Unit or Lesson planning template 

• Collective Knowledge Creation

• Educational Equity Curriculum and Instruction Compass

• No Stone Unturned Journal 

• List of websites for curriculum 

• Guide for Selecting Anti-Bias and Anti-Racist Classroom Texts 

• Diversity in Children’s Books 2018 Infographic 

• Danger of a Single Story TedTalk

• Absent Narratives Resource Collection from MN Humanities Center

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Each of us may have a different idea about what student engagement looks like or how we increase it in our classrooms. In this episode Sourcewell consultants, Julie and Maggie, share their expertise around learning targets and scales and technology to help your students feel connected to their learning. 

How do you know when students are engaged?

• Engagement looks and sounds different for everyone, never assume!

• Engaged students

  • can articulate what they are learning and why

  • know their learning progression and path

  • know the target and can self-evaluate progress

• Student agency and personalized connection to the content creates engagement

Who is responsible for student engagement?

• It’s a collective effort that must include student and family input

• Educators must clearly present the learning path and progression of learning

• Educators must balance the needs of the variety of students

• Center your students and the learning outcomes; de-center yourself (teacher)

What are common reasons that students disengage?

• No relationship to the adults or to the content

• Not feeling welcome or included in the class or school

• When there is a singular (teacher selected) way to show learning

• Not seeing themselves in the content or how it connects to their life

How can we proactively address disengagement?:

• Create a safe space for students to share how they’re feeling

• Provide multiple opportunities to support around content

• Greet students at the door

• Positive check-ins, observations, and sharing with families and caregivers

• Specific positive feedback

Strategies to engage all students:

• Use technology as an option to access and connect with teachers

• Intentional and personalized conversations with each student or matching to other adults in the building

• Using a seating chart to ensure that students are getting a check-in

• Set clear and visual learning targets and proficiency scales

• Use pre-assessments to match learning to a variety of skill levels

• Use turn and talks, collaboration, and group work

• Include student voice and choice in learning decisions

• Recognize when a topic may be dry and invite students to weigh in on how to show learning

• Help students see themselves and make connections to the content

Reflection Questions:

• What is your one next step?

• How has (or how would) using a clear progression of learning skills engage your students?

• How have you (or how will you) used technology to help students better connect to their world?

Resources & References

• High Reliability Schools Framework by Marzano Research

• ISTE Student standards

• ISTE Educator standards

• TPACK in 2min

• SAMR Model

Connect with Julie or Maggie via email education@sourcewell-mn.gov

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

February Celebrations: Black History Month & I Love to Read Month 

• Flood the classroom library with texts from various cultures and backgrounds

• Be mindful of “windows and mirrors”

• Read authors from a variety of racial backgrounds

What’s “hot” in literacy? 

• Early literacy skills or foundational skills

• Effective instructional strategies for struggling readers

• Equity, access to high-quality, diverse books, and content

• Science of Reading

How should we respond?

• There will never be a one-size-fits-all for every student 

• Encourage critical thinkers and readers 

• We grow, change, learn, and take the best of what works with us

• Sometimes implementation is the problem, not the original intent of the work

• Know better, do better 

The truth about Teacher Preparation Programs

• Minnesota teacher licensing standards, including systemic, explicit phonics, has been in place for 10 years 

• What is taught and what is implemented isn’t always the same

• Minnesota higher ed faculty is continually learning, including participating in LETRS (Language Essentials for Teacher of Reading and Spelling) training

• Terminology changes, but many ideas behind them are consistent.  

What isn’t changing?

• Using student data to guide decision making  

• Diverse student populations with diverse needs

• Teacher read alouds 

• Collaborating with our colleagues

• Time for professional learning 

Strategies & Advice:

• Decrease teacher talk, increase student’s ability to think, talk, and write in response to text 

• Keep good company that remembers their “why”

• Once we get into the profession, our learning is truly just beginning

Resources & References: 

• International Literacy Association 

• LETRS training

• The National Reading Panel Report 

• The Windows and Mirrors of Your Child’s Bookshelf – Grace Lin Ted Talk

Reflection Questions:

• Which of the “what’s hot” literacy topics are you currently studying? What is affirming? What is challenging?

• How are you supporting critical readers and thinkers with exposure to a variety of texts?

• Would your colleagues identify you as “good company?”  Why or why not?

Connect with Deb and Mary:

Email Dr. Debra Peterson peter328@umn.edu or Dr. Mary Jacobson at education@sourcewell-mn.gov 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

February Celebrations: Black History Month & I Love to Read Month

• Author studies focused on authors of color

• A variety of texts, graphic novels, author websites or virtual author visits

• Martin’s Big Words

• No More Culturally Irrelevant Teaching

What’s happening at the state policy level?

• New ELA standards will be fully implemented fall of 2023 and assessed in ‘25-26

• MCA IV criteria and decision making is currently taking place

• LETRS training

• Emphasis on the teacher licensing standards and backgrounds

• Licensure requirements around professional development in reading is changing for more veteran staff

• Minnesota Department of Education -- policy, guidance, and support on dyslexia

Get Connected!

• Share good news about what you’re doing in the classroom

• International Literacy Association for a national and international perspective on policy

• Minnesota Reading Association for state-level policy and professional learning

• Leaders in Reading Network

• Higher Education Literacy Partnership (HELP)

• Check out a free Summer Book Club provided by HELP. This summer’s focus: Multi-Lingual Learners

Literacy re-envisioned:

• Consider the ways we organize children for learning; competency-based vs biological age

• Rethink how we organize and staff our human resources

• How the teacher uses the tool (including technology) is the differentiator

• Collaboration around data analysis should involve multiple perspectives and roles 

• Ensure instructional tools are being used as intended (i.e. Levels and Lexile numbers)

• Consider the (enabling) context of literacy practices

• Get familiar with implantation science; one resource: National Implementation Resource Network (NIRN)

• Recognize and respond to preconceived bias about what child can or can’t do

• Restructure systems that create barriers to maintaining effective literacy practices

  • Frequent initiative changes

  • Revolving door of resources

  • Leadership changes that shift the focus

Strategies & Advice:

• Don’t underestimate the impact you have on others

• Thank one of your mentors

• Invite a school board member into your classroom

• Give yourself permission to give up practices that are no longer effective

Connect with Deb and Mary:
Email Dr. Debra Peterson peter328@umn.edu or Dr. Mary Jacobson at education@sourcewell-mn.gov 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Educator Connection

As Educators, it is important that we continually expand our knowledge and understanding around multiple ways of being.  This episode helps us build that muscle!  Whether you teach in an area that has a high Ojibwe or other Indigenous population, or not, today’s episode will help build your own culturally responsive toolbox.

Who is The Cultural Toolbox written for?

• Ojibwe people who are interested in reclaiming, relearning, or reconnecting with their own culture

• The rest of the world to get a sense about one way of being

• We need respect, hold space for and allow the thriving of many different ways of being

Gender Roles

• Men and women each own half the lodge

• Traditional gender division of labor that favors balance over equality

• Caution around romanticizing or denigrating any one culture

School practices

• Everything humans do is a cultural decision (i.e., the bell system or music in choir programs)

• Modern education is for the most part still colonized (i.e., English is prioritized)

• Majority of students in schools are students of color, only about 60% of Native students are finishing high school

Education goals worth pursuing

• Foster positive identity development no matter your identity

• Create spaces where students know they are valued, sacred, and important; not just for being “good at whiteness” or “properly colonized”

• Engaging in acts of kindness

• We all need healing

Dos and Don’ts for Non-Native

• Do be curious, ask questions, hold and open space for everyone to learn about themselves and one another

• Do read a variety of Native perspectives and voices

• Do participate in Indigenous led activities (i.e. pow-wows, Native art, etc.)

• Don’t buy/participate in “Native-inspired” (i.e. “Sweat-lodge experience for a fee”)

Terms and references from today’s episode:

• Historical trauma, Institutional trauma & contemporary trauma

• Genocide

• Residential Indian Boarding Schools in Minnesota

• Denied access to opportunities: One example Why Treaties Matter

• 85% of Chippawa land is a national forest and managed by United States government

• Land Back: one example here

• 26 different distinct gender identities

• Flagship Hawaii Language school

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

March is Women’s History Month, and this episode focuses on how education can build confidence, provide mirrors, and demystify pathways for our young girls and women to follow their dreams and take a seat at the table. Teresa Kittridge, founder of 100 Rural Women, shares personal stories, advice, and supports for each of us to lean into as we work to remove barriers and illuminate possibilities through the power of education.

Why women in leadership?

• It’s an equity issue, we need women to have a seat at the table

• Most women tend to work collaboratively, individual recognition is not often a priority

• Women want to “get stuff done and go home!”

• We don’t have enough women in leadership, it’s a crisis in rural right now

Advice for educators

• Connect young girls to the many options and positions they have available to them. 

• Keep girls believing in themselves, having those visions, seeing themselves in the future

• See kids as individuals with individual gifts and talents

• Highlight women in a variety of roles and throughout the curriculum

• Advocate for library collections with a broad array of people, culture, and topics

• Demystify the path, remove barriers, and help women see themselves in leadership roles

Advice from Teresa

• Find your passion and take some risks, believe in yourself

• It’s ok to make changes

• Anytime you have an opportunity to continue your learning, take it!

• You can’t change everything at once

• Don’t forget about appointed positions as pathways to other leadership or elected roles

• Not everyone wants to be out front, but how do you support the women that do?

Reflection Questions:

• Which educators (if any) do you recall elevating women in leadership and showing you examples of what is possible for women in leadership?  What do you do as an educator?

• Reflect on your own curriculum and classroom libraries; do you have enough representation?  How could you make it even better?

• What is the most important take away from this conversation and how will you use it to impact your life and the lives of those you serve?

Resources and References

• We Should All Be Feminists by Chimamanda Ngozi Adichie

• Learn more about Erin Schutte Wadzinski and her work in Worthington, MN

• The Dress Maker of Khair Khana: Five Sisters, One Remarkable Family, and the Woman Who Risked Everything to Keep Them Safe by Gayle Tzemach Lemmon  

• The Exceptional Attorney Woo

• Join a Sourcewell Media/Library Support Network

Connect with Teresa:

Teresa@100ruralwomen.org
100 rural women website and on social media @100ruralwomen

• Mentorship networks

• Book Club 

• Ask a Leading Woman 

Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education