Just Schools Jon Eckert, Baylor’s Center For School Leadership

In this episode of the Just Schools Podcast, Jon Eckert interviews Dr. Ann Marie Taylor. The discussion covers various aspects of educational leadership and the unique approaches taken at Horse Creek Academy. Ann Marie emphasizes the importance of celebrating and honoring teachers to prevent the profession from declining and shares innovative practices at her school, such as on-site daycare and providing amenities like a coffee bar for staff.Additionally, the conversation explores the distinctions between joy and happiness, drawing on insights from books such as "The Book of Joy" by the Dalai Lama and Desmond Tutu, and "Dare to Lead" by Brené Brown. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.Be encouraged.Books Mentioned:The Book of Joy: Lasting Happiness in a Changing World by Dalai Lama , Desmond Tutu, and Douglas Carlton AbramsDare to Lead by Brene Brown
Connect with us:Baylor MA in School LeadershipJon Eckert LinkedInTwitter: @eckertjonCenter for School Leadership at Baylor University: @baylorcsl
 
Transcript:

Jon Eckert:
Today we're here with Dr. Anne Marie Taylor. She is the lead learner, love that title, at Horse Creek Academy in South Carolina. I love the work that she does and the fact that she teaches a criminology course on top of being what most people would call a principal.
So Ann Marie, thanks for being with us today, and thanks for what you do at Horse Creek.
Ann Marie Taylor:
Yeah, it's the best gig ever.
Jon Eckert:
Yes, I love that. I love the energy you bring. We got to be together just a couple of weeks ago as we talked to the Collective Leadership Initiative in South Carolina. We've been working on that for eight years. You've been a part of it with your school for five years. Talk to us a little bit about how your school approaches collective leadership and how it's part of what you talk about nicely, about the norms, that you have created at Horse Creek Academy. Could you talk a little bit about that?
Ann Marie Taylor:
Yeah. First of all, I was fangirling a little bit when we saw each other a couple of weeks ago, so I just need to admit that just in case anyone's listening. But ...
Jon Eckert:
That's the first time that's ever happened, Ann Marie.
Ann Marie Taylor:
No, it's not. Okay, it's the nerd version. It's the nerd version of fangirl
Jon Eckert:
Okay. I'll accept nerd version
Ann Marie Taylor:
Okay, so I had never been a school leader previous to coming to Horse Creek Academy. I guess no one else interviewed that had any experience at all, so they picked me, which was a win. But the school had some amazing people and had so much potential. I remember walking in excited to see what I could do, but mostly realizing that in my previous leadership experience when I left, the work stopped and I was so ... Gosh, I was stuck by that a little bit. I was determined to not go into this new phase of leadership in my career with that same mindset.
We dove right in. It's a charter school. It's been in existence 20 years in South Carolina. I went back to the original charter and the staff and I picked out a couple words that really stuck in the 10, 15 years that had been in existence that really stuck and those three words kind of guided us. But what I knew is it was such a big job, I couldn't do it by myself. I also knew that I had spent 16, 17 years in the profession at that point and felt like I never really fit in a traditional system. I was always too big or moving too fast or making too much change, and kind of was put in the corner. I think about that Dirty Dancing movie about Baby in the corner. But anyway-
Jon Eckert:
You let baby be put in the corner. Ann Marie, no.
Ann Marie Taylor:
Yes, so I was determined to think through how to do leadership different. Number one, selfishly, because I knew that there was a lot to offer and there was a lot of change ahead, and I knew it w

In this episode of the Just Schools Podcast, Jon Eckert engages with Ted Cockle, a colleague and educator at Baylor University. Cockle shares insights from his experiences and philosophies on what it means to be human and how to foster meaningful education.The discussion also covers the importance of relationships in student success, emphasizing that students flourish when they have supportive relationships with non-parent adults who engage in meaningful conversations about purpose and transcendence.Additionally, the conversation explores practical classroom strategies, such as creating engaging and participatory environments, and the importance of viewing knowledge as a gift to be shared.The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.Be encouraged.Connect with us:Baylor MA in School LeadershipJon Eckert: @eckertjonCenter for School Leadership at Baylor University: @baylorcsl
 
 
Transcription:

Jon Eckert:
Hey, we're here today with Ted Cockle, a good friend and colleague who gets to teach in the leadership minor at Baylor University with me, has a great background. So Ted, thanks for being with us today.
Ted Cockle:
Yeah, excited to be here. Thanks so much.
Jon Eckert:
And could you just give us a quick 30,000 foot view of how you ended up in the office right next to mine at Baylor University teaching all different majors, leadership principles.
Ted Cockle:
Yeah, it's pretty wild. I usually go back to, I've always wanted to be a doctor. When I was a kid, I wanted to be a doctor. I love figuring out how stuff works and what's more complicated than the human body? And it took me a little while, but then I realized that wasn't it. I needed more complicated systems. There were more other systems to look into. I was a systems guy. I wanted to figure out all those things. Ultimately led me to start climbing the philosophical ladder. And that got me up to the most complicated and most enduring questions of what does it mean to be human and what does it mean to flourish? And so I am a doctor, as my boys remind me, not the kind that can help people.
Jon Eckert:
That's right.
Ted Cockle:
But a doctor nonetheless, helping us think through what does it mean to be human? What does it mean to flourish? I think those are inherently leadership questions and ones that I help my students explore.
Jon Eckert:
So I'm so grateful that you're here. We both had the experience of being at Wheaton College, me a few years before you, but that formational liberal arts education that we got there plays out in the work that we get to do with kids today. And most of our audience that listens to just schools or K-twelve educators. So what do you see as some of the key themes that you think really matter for educators to keep in mind as they deal with the practical realities of the classroom that we exist in today?
Ted Cockle:
Yeah, absolutely. And I think that liberal arts education really formed me. So going to Wheaton and then even the program that I did here helped really think through pulling on a number of different disciplines. And I think that's plays out in the classroom, helping students make connections, for me, that's my goal. So there's so many different specialties and so many different areas on campus in a college university setting, lots of different silos and things. I view my goal as creating a space for them to pull those threads together. So you're asking about practical implications. I just read something the other day that it was something to the effect of, I used to walk into the classroom and say, "All right, students, quiet down, quiet down. It's time for..." But now this educator was talking about how he walks into the classroom and he says, "All right, put your phones away. Let's talk." It's silent. The classroom's silent when you walk in.
And I find that is often the biggest challenge that I face in the cl

In this episode of the Just Schools Podcast, Jon Eckert engages with Alyssa Gallagher to discuss the intricacies of educational leadership and the importance of creating a culture of feedback. Alyssa highlights the optimism that persists among educational leaders despite high stress levels, noting the concept of "gritty optimism" as a key trait for effective leadership. Jon emphasizes the difference between naive and gritty optimism, celebrating the resilience of leaders who remain hopeful through challenges.Alyssa shares insights from her book "Messy Leadership for Schools," co-authored with Rosie Connor, and delves into the significance of collaborative problem-solving and shared decision-making in educational settings. She underscores the need for leaders to give themselves permission to pause and reflect, reducing burnout and enhancing their capacity to lead effectively.The discussion also covers practical strategies for fostering a feedback-rich environment, such as using the "www.evi" (what worked well, even better if) method to frame feedback positively. Alyssa stresses the value of frequent, constructive feedback and the importance of creating a neutral, non-defensive atmosphere for receiving feedback.Additionally, the conversation explores the Eisenhower Prioritization Matrix as a tool for helping leaders manage their time and prioritize tasks, distinguishing between urgent and important responsibilities. Alyssa and Jon advocate for a shift from a superhero mindset to one of shared leadership, where empowering others and co-creating solutions become central to effective educational leadership.To learn more, order Alyssa and Rosie’s book, "Embracing MESSY Leadership."The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.Be encouraged.Connect with us:Baylor MA in School LeadershipJon Eckert: @eckertjonCenter for School Leadership at Baylor University: @baylorcsl

In this episode of the Just Schools Podcast, Jill Anderson and Dr. Jon Eckert engage in conversation about the profound impact of educators and the importance of recognizing their contributions. Jon tells us inspiring anecdotes of teachers who have made a lasting difference in students' lives, reflecting on the transformative power of kindness and support in education. Jon recounts a personal experience from his own schooling, to emphasize the enduring influence of a compassionate teacher. They explore the crucial role of validation and collaboration between educators and parents in nurturing children's well-being and development. While acknowledging the challenges educators face, such as burnout and high expectations, they also highlight the resilience and hope inherent in the teaching profession. The dialogue focuses on the significance of prioritizing joy, growth, and meaningful connections in education, beyond mere academic success. Ultimately, the conversation stands as a heartfelt tribute to educators, celebrating their tireless dedication and profound impact on shaping young lives.To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.
 
The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.
 
Be encouraged.Connect with us:
Baylor MA in School Leadership
Jon Eckert: @eckertjon
Center for School Leadership at Baylor University: @baylorcslMentioned:The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness by Jonathan HaidtBad Therapy: Why the Kids Aren't Growing Up by Abigail Shrier 
 
Transcription:
Jill:Hi, my name is Jill Anderson and I'm the director of the Center for School Leadership. Jon is with me here, and we're going to flip the script today, and I will be asking the questions. Jon has heard and experienced so many incredible stories from educators across the world. And so to celebrate the Teacher Appreciation Week, we wanted to share some of those stories to encourage and to inspire the good work that each of the educators out there are doing to help each student flourish. So we'll go ahead and get started with the first question. Can you share a story or two of an inspiring teacher?Jon:Yeah. So as we always talk about, we have the best job in education because this is what we do. We just go all over the world and find good things that are happening and try to highlight those, elevate those, and spread those ideas. And they're always built around human beings. And so these stories of cool things happening, I have a ton of those and we'll share them throughout the episode today. But I have to go all the way back to my first grade because that's now I guess about 43 years ago, that would be, that I was in first grade, and this is still as memorable as something that happened yesterday to me. And that's where the power of an educator comes in into the life of a student, where that educator comes alongside and helps that kid become more of who they're created to be. So this happened.The first part of it, it's not such a great teaching example, the second part is good, so stick with me. So I'm in art class. I love art. It's one of my favorite parts of the day. We're getting ready for Halloween, so we're making witches and so we're having to cut out the circle part of the head. And Mrs. Fleshy, the art teacher who've been doing it for quite a while and was a little grumpy, but she's been managing elementary kids in art for probably 30 years, so that could wear anybody down. But she's going around and passing out the scissors. And I don't know if people that are listening, if you're old enough to remember this, but left-handed scissors were always green-handled scissors. And so I knew I was left-handed, but I'd also been diagnosed with dyslexia. And so I had a really hard time knowing which hand was which. I had a

In this episode of the Just Schools Podcast, host Jon Eckert interviews Krystle Moos, an award-winning science teacher known for her innovative and engaging teaching methods. The discussion revolves around Krystle's approach to creating a dynamic learning environment that fosters curiosity, belonging, and genuine learning experiences for her students. Krystle emphasizes the importance of addressing distractions and creating a sense of belonging in the classroom, regardless of the evolving landscape of technology. She shares her strategy of making science hands-on and exploratory, moving away from traditional labs towards phenomenon-based learning to spark wonder and curiosity in her students.To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.
 
The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.
 
Be encouraged.Connect with us:
Baylor MA in School Leadership
Jon Eckert: @eckertjon
Center for School Leadership at Baylor University: @baylorcslMentioned:Limitless Mind: Learn, Lead, and Live Without Barriers by Jo Boaler
 

 
Transcription:
Jon Eckert:
Welcome back to the Just Schools Podcast. We're really excited today because in our podcast studio/my office, we have the award-winning amazing science teacher, Krystle Moos. A huge blessing to be able to work with her through our master's program. She's also a local educator that's impacted many, many kids' lives over the last several years. So, Krystle, thank you for being here first of all.
Krystle Moos:
Oh, it's honestly an honor and a joy to share education and our experiences with everybody we can.
Jon Eckert:
Yeah. Oh, and I should mention you're also... My kids got to pick one teacher that they dedicated the book just teaching to, and so one of my daughters picked Ms. Moos as her most just teacher. So teacher that leads to justice and flourishing, not just a teacher, but the most impactful teacher that she had. So she had selected Ms. Moos. And now my other daughter is getting the benefit from Ms. Moos as well. So I think this is the first educator that I've been able to interview that's taught my own children. So you can feel free to share any shortcomings as a parent that I have that you see through my children. But really, what I want to talk to you today about is you've been teaching for a while, and you've won these awards and these accolades for being a great teacher, which are well deserved. But I'm curious, what do you see that's different about kids today than when you first started teaching?
Krystle Moos:
Yeah, I don't think there's much that's different, honestly. They have different distractions. And so I started my first five years at Waco ISD. It was a title one school, and their distractions were very different than when I moved to Midway ISD. It's more of a suburban school. They didn't have as many phones back then. Not everybody had a phone. We weren't assigning digital assignments when I first went to Midway, but they still had other distractions.
I had distractions when I was a student. It was writing notes and finding cute ways to fold them and sneak them along, and we still... I would leave and go to the library to write a paper. And so, I think they're the same. They're still distracted. They still have the same fundamental belonging in the classroom. And when we look at students and we look at what they're facing, and I do think they're facing more, everything's just way more visible in their life and way more connected, which can be really distracting. But then I think about sitting in my course, three math class, and writing notes to my friends and folding them, and I definitely was not engaged.
I think that sense of belonging in any classes where that teacher really made me feel like things were meaningful, they really cared about what I was doing, and what I was learning, and wher

In this podcast episode, host Jon interviews two guests from Australia, Darren Iselin and his daughter Beck, about the concept of wellbeing in schools. Beck, a teacher, discusses the increase in mental health issues among her students, such as anxiety and depression, as well as the rise in neurodivergent behaviors. She also shares her observations about the impact of the COVID-19 pandemic on student wellbeing. The conversation highlights the importance of relationships, trust, and cultural norms in fostering student wellbeing and flourishing. They conclude by expressing their hopes for the future of education, including a focus on connection and a joyful hope for student flourishing.To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.
 
The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.
 
Be encouraged.
 
Mentioned:
Flourishing Together by Lynn Swaner and Andy Wolfe
Novice Advantage by Jon EckertConnect with us:
Baylor MA in School Leadership
Jon Eckert: @eckertjon
Center for School Leadership at Baylor University: @baylorcsl
 

Jon:
Welcome back to Just Schools. Today we have two guests in from Australia. Darren Iselin is one of our only ever repeat people on this podcast, he was so good the first time we brought him back again. And this time he's also brought his daughter Beck. Beck is in her sixth year of teaching year four in Australia. And so today we are going to have a conversation where we make a case against wellbeing. So if you aren't intrigued already, hopefully you will be after we start to hear from some of our friends here.
So let's start with Beck. So Beck, you're in your sixth year. So you've been teaching a little bit before Covid hit and then you've had almost half your time before and after Covid. How would you describe the wellbeing of your students in Australia now? And then we'll dig into why maybe that wellbeing is not the right term for our kids.
Beck:
Yeah, absolutely. Within my classroom context, in any given year post Covid, I generally have around 10 kids diagnosed anxiety. I've seen depression as well in addition to then neurodivergent behaviors, seeing a massive increase.
Jon:
Neuro divergent. I love the terms used. I mean five years ago, we never heard that but all right, so continue with neurodivergent. Sorry to interrupt.
Beck:
So that's an increase in that, in addition to what I was already seeing. I think there's been a lot of children coming in just not at their, we talk about battery packs and they're coming into that school day and their battery pack is just completely drained at the start of the school day. And I think Covid times are really interesting for me. I was still teaching grade one back then and in Australia we only had remote learning for a short time. But for my students, the students who attended school, their wellbeing if you want to call it that I guess, they just seemed happier and settled and then the students who were learning at home seemed the same. And so then coming back from Covid was really hard because the students at school that had had so much more attention had had a different school day, they then struggled with having everyone back together and then the students who were at home who had had Mom and Dad doting on them for the whole day and only having to do some hours.
Jon:
I want to be in that house. I don't think our kids felt like they were doted on our house.
Beck:
I know sitting in Mom and Dad's office chair, we saw Ugg boots with the school uniforms, so then they loved that time. And so what I found really interesting was the coming back to I guess what we had considered normal school. And I feel like we've kind of been struggling to still come back after that, if that makes sense.
Jon:
Yes. Well in the US some schools were out for long periods of time, so there's significant learning l