FocusED

Joe and T.J., TheSchoolhouse302

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FocusED is your educational leadership podcast where our mission is to dissect a particular problem of practice and/or pinpoint a place of progress so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

2 NGÀY TRƯỚC

The AI Shift in Education: Why Waiting Is the Biggest Risk with Dr. Stacie Chana

Dr. Stacie Chana explains that artificial intelligence must be treated as an urgent equity issue because, if schools do not intentionally teach AI skills, students without access will be left behind in a rapidly changing job market. She emphasizes that AI is accelerating faster than any previous technological shift and will transform society within the next decade, making it essential for schools to prepare students now. She states that school leaders must ensure all students understand both the conceptual foundations of AI and how to actively experiment with it, so they can succeed in future careers. She stresses that access to AI learning opportunities is critical and should not be limited to certain groups of students. Dr. Chana advises leaders to begin implementation by forming diverse teams that include multiple perspectives, including skeptics, to guide decision-making. She highlights the importance of reviewing existing policies, especially around privacy and student data protection, before introducing AI tools, and ensuring no personal identifying information is shared with AI systems. She explains that schools must establish clear guardrails and expectations for AI use through open dialogue with staff, students, and families. She emphasizes ongoing conversations around ethics, safety, privacy, and bias as foundational to responsible implementation. Dr. Chana recommends starting AI use with adults first, integrating it into professional learning so educators become comfortable and proficient before introducing it to students. She stresses that AI should not be taught as a standalone subject but embedded into existing curriculum and real-world problem-solving tasks. She highlights that early student exposure should focus on simple, low-risk applications, such as brainstorming, while more advanced learners can engage in tasks like coding or data visualization. She underscores that instruction should be developmentally appropriate, with younger students focusing on conceptual understanding and older students engaging directly with tools. Dr. Chana emphasizes the need to build a culture of experimentation where both educators and students feel safe to explore AI within established boundaries. She notes that AI cannot be avoided and compares its inevitability to electricity, stressing that schools must move with urgency even while maintaining thoughtful implementation. She advises that students should be trained on widely used foundational AI models because those are the tools they will encounter in the workforce, rather than relying solely on niche educational tools. She explains that AI can significantly enhance instructional leadership by supporting tasks such as strategic planning, rubric creation, data analysis, and communication, allowing leaders to work more efficiently while still applying professional judgment. Dr. Chana warns that critical conversations about bias, ethics, privacy, and safety are often missing in schools, despite being essential. She explains that AI systems can reinforce societal biases because they are trained on existing internet data, and educators must help students critically evaluate outputs. She raises concerns about emerging risks, including deepfakes, misinformation, cyberbullying, and the impact of AI on student identity and mental health, emphasizing the need for awareness and media literacy. For more conversations like this one, check out all of the FocusED episodes at theschoolhouse302.com.

38 phút
14 THG 4

Practical Productivity for School Leaders with Rich Czyz

The episode features Rich Czyz of Yardville Elementary, co-founder of 4oClockFaculty, and author of Autopilot: Practical Productivity for School Leaders. Rich explains that he wrote Autopilot after the pandemic as a response to school leader burnout, with a focus on helping leaders be more efficient, proactive, and meaningful in their work. He says the biggest challenge for school leaders is the constant stream of “daily fires” and administrative tasks that can pull leaders away from instructional leadership. A key sign of trouble, he says, is when a leader’s to-do list is mostly made up of other people’s problems and requests. Rich recommends several practical strategies: Time inventory and elimination of low-value tasks.Building “daily disaster downtime” into the schedule.Delegating more work instead of doing everything personally.Limiting email checking to set times rather than staying in the inbox all day.Using theme days to group similar leadership tasks together.He describes a “touch it once” approach to email and stresses that leaders should not feel pressure to respond instantly to every message. Rich also encourages leaders to shift from “multitasking” to “multi-asking,” meaning they should enlist others to help carry the load and develop leadership in others. He shares the example of training fifth graders to handle morning announcements, showing how delegation can build trust, leadership, and ownership across a school. Rich says effective delegation requires modeling, training, release, and acceptance that others may do the work differently than he would. He recommends reading outside education for inspiration and names Seth Godin, Austin Kleon, and Tanya Kattan as influences. He closes by encouraging listeners to eliminate or delegate one thing immediately and focus on doing more important work.

33 phút
1 THG 4

Becoming the BISON with Kim Gameroz

Our guest for this episode of FocusED is Kim Gameroz, author of Becoming the BISON. Kim starts by telling us about the reason she chose BISON as an analogy for leadership in schools. Bison head into the storm when it’s coming, not away from it like most other animals. She says that we need to teach social and emotional skills rather than expect them. This is true for students and staff. Kim says that when teachers are moving to a co-teaching model it’s an example of a transformation. This is just one example of the need for a mindset shift for educators to make a needed change to support kids. She says that when she talks to teachers she wants them to feel like they can do what she’s asking them to change. Listen to her top five tips for teachers. She tells listeners that teachers need to have strategies to help students support themselves so that it’s not all on the educators to support the students. When Kim talks to administrators, she asks them what they’re willing to do and where they are willing to start. Especially with resistant teachers, we need an entry point. Kim says that teachers want to come together, and she told us about the events that she runs. Check out Vibe EDU. She follows Mel Robbins. Find out why. She recommends a technology detox every night. She puts her phone away at a certain time and doesn’t return to it until the next day. Bonus--books she recommends: Fear is My Homeboy by The Let Them Theory by Mel Robbins The Art of Bouncing Back by Coach Dar Santory

28 phút
4 THG 3

SEL Muscle Mastery with Lori Woodley-Langendorff

In this episode of FocusED, we welcome Lori Woodley Langendorf, author of SEL Muscle Mastery, to explore the power of social emotional literacy in schools. Lori challenges the traditional view of SEL as something we “teach and check off,” reframing it as a lifelong literacy—no different than reading or math. It’s not a program. It’s a practice. As a former school counselor and co-founder of All It Takes, Lori shares how simple, human moments—like a student holding a door open—can reveal the deeper need for intentional relationship-building in schools. Her work centers on six “SEL muscles,” skills we must actively strengthen to build resilience and connection. Two key muscles we unpack: Quit Taking It Personal (Q-TIP): When we stop internalizing others’ behaviors, we create space for curiosity and compassion. Not every reaction is about us.The Power of “I”: Owning our feelings and needs builds trust. Vulnerability—when appropriate—models emotional regulation and authentic leadership.Lori reminds us that emotional intelligence, like physical strength, atrophies without use. We must practice it. That includes modeling vulnerability as leaders. Pretending to be perfect erodes trust; naming a hard day builds credibility and connection. We also explore the tension between technology and humanity. While AI and innovation continue to reshape learning, Lori emphasizes that humans are wired for community. No advancement replaces the need for face-to-face relationships, shared experiences, and emotional safety. Finally, Lori offers a practical daily habit: notice your autopilot. Where are you holding back from a conversation, a moment of vulnerability, or a courageous step? Growth begins when we recognize what’s stopping us and choose differently. This conversation is a powerful reminder that relationships start within. When we strengthen our own SEL muscles, we create schools where students—and adults—can truly thrive.

38 phút
4 THG 2

From Small Shifts to Huge Changes with Dr. Brad Johnson

In this episode of FocusED, we sit down with Dr. Brad Johnson for a thoughtful conversation about how meaningful change in schools rarely comes from massive initiatives—but from small, intentional shifts grounded in relationships. Brad shares why he’s leaned into storytelling through his recent books, including Room 212, and how stories help educators see themselves in the work. He explains that while data and bullet points fade quickly, stories stay with us, shaping how we think, feel, and lead long after the moment has passed. For Brad, storytelling isn’t just a style—it’s a way to help educators connect emotionally to the work and remember what truly matters. The conversation centers on the idea of “one degree shifts.” Drawing from the science of water boiling at 212 degrees, Brad reminds us that transformation doesn’t happen at 211. That final degree—the smallest change—creates energy, movement, and momentum. In schools, those one-degree shifts show up in everyday moments: how we greet students, how we talk about them, what we notice, and where we choose to focus our attention. Brad emphasizes that these shifts are not just for classrooms, but for entire school cultures. He challenges educators to move from deficit-based thinking to asset-based thinking, highlighting how expectations shape outcomes through the Pygmalion Effect. When leaders and teachers believe students can succeed, that belief changes how they interact, respond, and support them—and students begin to live up to those expectations. The discussion also explores relational intelligence and why it matters more than ever for school leaders. Brad explains that leadership success isn’t built on control or compliance, but on trust, connection, and valuing people as humans before professionals. Simple actions—asking about someone’s life, noticing when something feels off, taking time to encourage—build trust capital that fuels commitment, not just followership. Throughout the episode, Brad reinforces that leadership feeds culture. Every interaction either adds value or withdraws it. Whether it’s supporting staff, recognizing strengths, or creating spaces where people feel seen and valued, leaders shape the emotional climate of their schools through the smallest daily decisions. This episode is a reminder that meaningful change doesn’t require more programs, more mandates, or more pressure. It starts with awareness, intention, and the willingness to make one small shift—one degree at a time. Be sure to listen through the end to hear about our sponsor, Bullseye, and how it helps instructional leaders manage feedback, walkthroughs, and professional learning. For more leadership conversations, coaching, and resources, visit theschoolhouse302.com.

36 phút
7 THG 1

Leading Tomorrow's Schools Today with Dr. Michael Lubelfeld

This episode of FocusED features superintendent and author, Dr. Michael Lubelfeld. The episode centers on leading “tomorrow’s schools today,” with Dr. Michael Lubelfeld unpacking how change leadership, mindset, and systems thinking shape the future of K–12 education. Lubelfeld and his co-author Nick Polyak use eight real-world case studies and two change frameworks—including the Virginia Satir model—to show that change is both loss and growth, and that leaders can navigate it with clarity and courage. Their change framework stresses challenging the status quo, having open conversations, adapting and being flexible, navigating obstacles, generating a shared vision later in the process, and intentionally enjoying the journey. The book’s case studies span cell phone bans, staff selection (“first who, then what”), reimagining ninth grade through interdisciplinary models, bilingual theater in a majority Hispanic district, and decade-long facility and program redesign framed as “we’re not broke, we’re broken.” Lubelfeld emphasizes that aspiring superintendents learn their most important lessons as building leaders “in the trenches,” where they face resistance, manage complex days, and practice change at a smaller scale. He urges leaders to rethink leadership development as a spectrum: graduate programs, technical training, webinars, podcasts, cohorts, and one-off sessions all add value when woven into longer-term learning pathways. Drawing on the World Economic Forum jobs report, he notes that top 2030 skills blend AI, cybersecurity, and tech literacy with enduring human capacities like communication, resilience, and kindness, and that school systems must align preparation to this reality. He pushes back on narrow “college for all” narratives, pointing to unfilled high-wage jobs such as auto mechanics and arguing that technical certifications and workforce pathways must sit alongside college and military options. He frames challenging the status quo as respectful and coalition-based—not “going rogue”—by finding common ground across polarized groups and moving forward on shared priorities like equity, facilities, and teacher support. Lubelfeld describes leadership as coalition-building rather than pure majoritarianism: in any controversial issue, about 30% strongly oppose, 30% strongly support, and the work is to engage the middle and pieces of each pole around common ground. Networks are central to his practice: he implores leaders to “go where the smart people are” through national conferences, associations like AASA and SD, fellowships like Google GSV, and online professional communities. He is candid that superintendents cannot know everything—from bonds to construction—and must “phone a friend,” using networks as a source of expertise, critical feedback, and truth-telling that local colleagues may hesitate to provide. He draws heavily on positive psychology, especially Shawn Achor’s work, building gratitude into his personal practice and cabinet meetings to counteract the brain’s negativity bias and sustain joy in leadership. He returns repeatedly to the idea that leaders should aim to be the next version of themselves, not the “best” final version, embracing the notion that they—and their leadership—are permanently unfinished.

37 phút
17/12/2025

Raising Creative, Curious, and Caring Kids with Gregg Behr

Gregg Behr, executive director of the Grable Foundation and co-author of When You Wonder, You’re Learning, joins Joe and TJ on FocusED. The episode centers on Mr. Rogers’ lessons in creativity, curiosity, care, and what they mean for schooling today. Fred Rogers is framed as an innovator who used the technology of his time to make what was attractive to kids also good and constructive. Behr explains that Rogers studied with major child development experts and quietly embedded learning science into puppetry, lyrics, routines, and set design. The book argues that Fred was ahead of his time and offers a blueprint for education in 2025 and beyond. Rogers’ classic “crayon factory” episode illustrates starting with something familiar, then moving students into the unknown in a safe way. Behr parallels this with a 10th grade AP World Cultures teacher who begins each lesson with a concrete artifact to spark curiosity before exploring complex historical content. TJ raises the idea of teachers developing a deliberate “teacher self” or persona. Behr emphasizes that Rogers would want adults to bring their full, authentic selves to learning spaces, viewing each interaction with a child as “holy ground.” He notes that the goal is not to create “modern-day Fred Rogers,” but the most authentic version of each educator. Behr argues that psychological safety, belonging, and feeling “loved and capable of loving” are prerequisites for academic outcomes. He describes leaders who successfully blend care and accountability by granting teachers permission: small discretionary funds, time to observe others, and space for peer-led professional learning. Behr calls wonder a skill that, like empathy, must be practiced intentionally. He shares the “Ask It Basket” strategy, where off-topic student questions are written down, saved, and revisited together, signaling that wondering is valued and safe. He also highlights “awe walks” in nature, literature, math, and school hallways as routine opportunities to notice and nurture curiosity. For leaders focused on test scores and strategic plans, Behr points to evidence from schools that build in “guaranteed wonder time” through personalized learning and maker spaces. These environments increase student agency, reduce dropouts, decrease charter flight, and improve math and English scores while fostering deeper unmeasured learning. Behr describes Remake Learning as a 20-year network of 800+ schools, museums, libraries, early learning centers, and creative industries advancing engaging, relevant learning. Resources at remakelearning.org and remakelearningdays.org include open publications on profiles and portfolios, maker-centered learning, STEM, and human flourishing. Behr describes his hoped-for legacy as creating a real-life “land of make believe” for children—a connected learning landscape across schools, after-school programs, early learning, and internships. He wants regional pathways where kids can find passions, interests, and purpose, supported by intentional collaboration among caring adults.

40 phút
26/11/2025

Transforming Your School Culture with Principal EL

Our guest for this episode of FocusED is Principal EL. Principal EL believes every child deserves at least one adult who is “crazy about them,” and that leaders must be intentionally curious about students’ lives outside of school to build belonging. Consistency, he explains, is the backbone of strong relationships; students need to know their principal will show up day after day, even after conflict. He believes visible presence in classrooms, hallways, cafeterias, and the yard is non-negotiable if leaders want students to feel seen and safe. He points out that simple moves—sitting with students at lunch, playing chess, listening—often open doors to conversations kids have never had with adults. He believes many students “ask for love in the most unloving ways,” so leaders must stay when it’s hardest, not just when students are easy to manage. For staff, he emphasizes that support starts with small acts: covering a class so someone can use the restroom or bringing a cup of tea on a tough day. He believes real appreciation cannot be confined to Teacher Appreciation Week; it has to live in daily culture and behavior. On staffing, he argues that “the best form of retention is recruitment, and the best form of recruitment is retention,” especially in a hiring market that feels like the Hunger Games. He believes interviews must surface “villagers”—people willing to show up for families and students beyond academics, with real examples of care. He draws a sharp line between a teaching culture and a learning culture. He believes that impact rests less on the ability to teach and more on the willingness to learn, accept feedback, and say, “Can I learn from you?” He cautions that leaders must balance accountability and support because it is easier than ever for teachers to say, “I can quit today.” He believes students still need adults who choose to stay and see the work as a calling, not just a job. Regarding technology, he warns that social media and cell phones sit at the center of many climate issues, from late-night gaming to drama on Instagram. He believes policies like “bell to bell, no cell” help students be more present and less stressed in class. Personally, he shares that gratitude, meditation, running, and time in the gym keep him grounded and able to pour into others. He believes leaders should wake up knowing someone needed them that day and go to bed counting the blessing of being able to serve. Even after 39 years, he jokes about needing a book that would finally teach him how to retire, yet he keeps coming back. He believes the real reason is the student on the bus who asks, “Are you coming back next year?”—a reminder that choosing to stay still changes lives.

36 phút

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FocusED is your educational leadership podcast where our mission is to dissect a particular problem of practice and/or pinpoint a place of progress so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

Nhà sáng tạo

Joe and T.J., TheSchoolhouse302
Năm hoạt động

2025 - 2026
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94
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FocusED