De Facto Leaders

Do flashcards help improve basic numeracy skills? Should we use calculators as a special education accommodation? How many years of math do we really need to take in high school? I invited math curriculum expert Jonathan Regino to episode 123 of the De Facto Leaders podcast to answer some of these questions. With the Science of Reading on the forefront in many districts, we’re starting to have a better understanding of the scope and sequence of English and Language Arts; but this doesn’t always translate over to math curriculum.Jonathan Regino is a highly accomplished educator with a diverse range of experiences in the field of education. Beginning as a middle school math and science teacher in Pennsylvania, he quickly established himself as a dedicated and passionate educator. Transitioning from the classroom, Jonathan became a Teaching and Learning Specialist at the Delaware County Intermediate Unit, providing invaluable support to educators and enhancing teaching practices throughout the County. As an Educational Consultant with the Pennsylvania Bureau of Special Education, he developed strategies for working with students with special needs within the math and STEM Classrooms. Jonathan's work as a curriculum developer at Age of Learning and as a facilitator and program manager for Code.org in Eastern PA showcased his commitment to innovative learning experiences and computer science education. His current role is Supervisor of Math at the Interboro School District in Pennsylvania.In this conversation, we discussed range of topics, including:✅Common “gatekeeper” skills for math that can predict as well as prevent success with more advanced math concepts. ✅The ins and outs of common math interventions and accommodations: Including when and how we should allow calculators or use math flashcards.✅How to use the Concrete-Representational-Abstract model to teach numeracy and understanding of print symbols. ✅Just how often are teachers searching for supplemental math materials, and how is this impacting equity? You can connect with Jonathan on Twitter @jred530 and on LinkedIn here. Resources mentioned in this episode include his presentation:Creating Equitable Systems for the Struggling StudentThe Science of Math Implementation of K-12 State Standards for Math and ELAThe Opportunity Myth In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here.  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

What if young adults are still prompt-dependent when they go away to college? Or what if they and their parents aren’t aware of how much support they’re actually getting? On top of that, how can professionals navigate the complexity of supporting language and executive functioning (or knowing when to address which skills)? I invited Jill Fahy to episode 122 of the De Facto Leaders Podcast to answer some of these questions. Jill is a licensed speech-language pathologist and professor in the Department of Communication Sciences and Disorders at Eastern Illinois University. She is also the co-director of the Autism Center and Director of the Students with Autism Transitional Education Program, where she develops and delivers transitional programming in social skills and executive functions for college students. When Jill and I decided to record this conversation, we both agreed that one interview is just the tip of the iceberg when it comes to this topic. At the very least, we wanted to take a stab at illustrating the complexity of designing effective supports for students in both language and executive functioning. We also shared our frustration with common professional-development models, and why it’s so hard to get to actionable step-by-step plans in a typical seminar on this topic. In this conversation, we discuss:✅How can we tell if students need work on language or executive functioning? What if kids need support in both areas? ✅Why many young adults struggle to turn in assignments and manage their schedules, even if they’ve been given tools like checklists and planners. ✅Common executive functioning skills needed for independent problem-solving and goal-directed behavior; including ideational fluency and future thinking. ✅How to consider someone’s executive functioning profile (and use this to help them and their family get an accurate picture of how much support they’re really getting).You can connect with Jill via email at jkfahy@eiu.edu. You can read her article, Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP from ASHA Perspectives here. You can learn more about the Students Transitional Education Program at Eastern Illinois University here and the Autism Center here. In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here.  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

In different discussion groups, I’ve heard the claim that up to 50% of people don’t have an inner voice.  Since much of my work has focused on metacognition and language, I wanted to devote an episode to discussing some common questions that come up regarding this topic. That’s why in episode 121 of the “De Facto Leaders” podcast, I discussed the following:✅Is internal language the best tool to use for reasoning and completing complex tasks?✅Are there times it makes sense to use LESS language for self-regulation and planning? ✅If someone doesn’t have an inner voice, should we help them build one? ✅How do we measure whether someone is engaging in self-talk?✅How many people use an inner monologue or dialogue, and how does this impact social interactions and problem-solving? ~Dr. KarenP.S. In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. I also give you strategies that support self-directed talk and visual working memory. You can learn more about the program here.  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

If you’ve ever thought about leaving the school systems, you may have wondered what options you have as far as jobs go.Maybe you feel burnt out, or maybe you just want a change and don’t want to walk away from education completely. I understand this dilemma on a deep level, so that’s why I invited Aimee Davis to the De Facto Leaders podcast to talk about how she used her teaching and improv skills to find a fulfilling job outside the school systems.  Aimee Davis is the Senior Director of the Learning Center at the Field Museum in Chicago. Aimee Davis spent 10 years as a middle school social studies, reading, and language arts teacher before leaving the classroom in 2013 to pursue a career in informal science education. At the Museum of Science and Industry, she developed a suite of inquiry-based floor programs and trained teams of facilitators to deliver daily science programming. She joined The Field Museum in 2015 as the Volunteer and Public Learning Experiences Administrator. In this role, Aimee managed the Grainger Science Hub and associated cart programming, the Discovery Squad and Crown Family PlayLab adult volunteers, and the Teen Volunteer program. In 2019, Aimee became the Director of the Learning Center and in 2022, the Senior Director. In this role Aimee oversees the six divisions in the Field's Learning Center which include the museum's offerings for teachers, students, families, community groups, teens, and every day visitors. Aimee trained and taught at The Second City, has a Non-profit Leadership Certificate from Northwestern Kellogg, a M.A. in Education Administration from Saint Xavier University and a B.S. in Elementary Education from Illinois State University.In this episode, we talk about:✅How to find a job that aligns with your passion and skills outside the school systems.✅How learning improv can make you a better teacher, leader, and communicator (even if you’re not in to theater).✅How museums are leveraging youth programs to enhance real-world, hands-on learning and embracing the benefits of technology.You can connect with Aimee on LinkedIn here, and find more information about the Field Museum in Chicago, Illinois here. Be sure to check out the BE podcast network for educators and aspiring leaders. If you’re looking for shows to inspire you to level up in your career or more effectively serve students, we’ve got you covered. Learn more about the BE podcast network at http://bepodcastnetwork.com/ We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

Many people who are involved in K-12 education want to be “student-centered”, but what if that’s not the most effective place for leaders to put their efforts?I wanted to discuss this topic with Dr. Chris Jones, who shares why school leaders can create a bigger impact by supporting teachers and those working directly with students. Dr. Chris Jones has been an educator in Massachusetts for 22 years. His experience in the classroom ranged from 8th - 11th grade working in an urban setting. A portion of this was spent opening a high school division for an expanding charter school. He has just finished his 14th year as a building administrator. Chris is also the Vice President of the Massachusetts State Administrators Association (MSAA). True to his "why" of improving the educational experience for as many people as possible, he is currently the Principal of Whitman-Hanson Regional High School in Whitman, Massachusetts. He is the author of SEEing to Lead, a book that provides strategies for how modern leaders can and must support, engage, and empower their teachers to elevate student success. Chris vlogs weekly about continuous improvement and is also the host of the podcast SEEing to Lead as a way to amplify teachers’ voices in an effort to improve education as a whole. His overarching goal is to positively model continuous improvement in all facets of life by being purposeful, acting with integrity, and building character.Chris is passionate about continuous improvement and the idea that success is not a destination, but a process. Chris is a teacher centered principal and his beliefs around the importance of a positive work environment, continuous growth, and a healthy family work-life integration can be seen in the presentations and workshops he has given for the Massachusetts School Administrators Association (MSAA), Massachusetts Computer Using Educators (MassCUE), Massachusetts Association of Supervision and Curriculum Development (MASCD), the Association of Supervision and Curriculum Development (ASCD), the National Association of Secondary School Principals (NASSP); and his participation in the Better Leaders Better Schools Mastermind group.A finalist for the Massachusetts School Administrators Association’s Principal of the Year award and named the 2022 Massachusetts School Counselors Associaltion’s (MASCA) Administrator of the Year, Chris is described by his past Superintendent as being “...wholly invested in the success of the school…a creative problem-solver who is able to deliberate yet be decisive, be creative yet accountable…calm and clear-headed even under the most trying of times…has built a strong collaborative and collegial school culture…he is a positive influence on teachers, teaching, and learning.”Chris’ education includes a BA from Bridgewater State University, an MA from Salem State University, and a Doctorate from Northeastern University. He currently resides in Southeastern Massachusetts with his wife, Mary (Bella) and two boys, Tommy and Scotty.In this episode, we cover a wide range of topics relating to how leaders can better empower their staff, including:✅What it means to be “teacher-centered”, and why being “student-centered” isn’t always the most effective way to run a school.✅Are constraints a bad thing? Or can they lead to more creativity? How can school leaders guide their staff without micromanaging them?✅Should school administrators ask for feedback during evaluations? What questions should they be asking to understand how they can empower staff. You can connect with Dr. Jones on LinkedIn here, and on Twitter here, and on Instagram here.  You can learn more about his book and podcast at: https://drcsjones.blog/seeing-to-lead-podcast/In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here.  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

Evidence-based practices and high-quality curriculum are important, but they aren’t the ONLY things school leaders need to think about. We can’t effectively serve students unless we understand their community, which means we have to think beyond the classroom or therapy room. That’s why I invited Edward Gordon, II, former principal and CEO of Gordon Leadership Academy, LLC to the De Facto Leaders podcast to talk about school turnaround and coaching within the education system. Edward W. Gordon, II is a native of Montclair, New Jersey. He is the proud father of Edward W. Gordon, III. He graduated with a Bachelor of Arts in Music from the University of South Carolina in 1998. Edward also earned a Master’s in Music Education from New Jersey City University in 2002, and a Master’s in Educational Leadership in 2003. He is a Certified Principal for the Commonwealth of Pennsylvania.Mr. Gordon has over 20 years of experience in education and has led staff and students from preschool through high school. He was one of three graduates of the PhillyPLUS School Turnaround Program, a selective residency program focused on serving underperforming schools.Edward hosts a weekly broadcast entitled The Principal’s Office where he highlights educational stakeholders who are making a difference in their lives, the lives of others and with others. He is the CEO of Gordon Leadership Academy, LLC, a company that coaches and mentors aspiring and current school leaders globally. His motto is, “If I can help somebody, then my living shall not be in vain.”In this conversation, we discuss: ✅What’s really behind school attendance issues, and what happens when the school vision doesn’t align with the student body and community.✅What’s the difference between coaching, mentoring, therapy, and consulting? How can people in education and healthcare both deliver and use these services to lead fulfilling careers? ✅Why and how educators, leaders, and therapists can form partnerships with local businesses and community organizations to better serve students. You can connect with Edward on LinkedIn here and on Facebook here. You can find The School Leader Reflective Journal on Amazon here. You can also find links to his other resources here. Be sure to check out the BE podcast network for educators and aspiring leaders. If you’re looking for shows to inspire you to level up in your career or more effectively serve students, we’ve got you covered. Learn more about the BE podcast network at http://bepodcastnetwork.com/ We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

There’s a lot of talk about risk factors in education; but not as much focus on protective factors. That’s why I invited Dr. Mike Gaskell to episode 118 of De Facto Leaders to talk about the work he’s done helping students and staff build resilience in a way that’s feasible for busy educators. Dr. Michael Gaskell is an author, speaker and school principal in East Brunswick, NJ., following experience as a special educator and assistant principal in Paramus, NJ. He models the pursuit of lifelong learning as he serves to mentor new principals through the New Jersey Leaders to Leaders program. An NJPSA Stars recipient, he has been published in over 4 dozen articles in education journals and blogs, including ASCD Smartbrief, Tech & Learning, Education Post, eSchoolNews, NASSP, Edtech, currently writes a monthly column in ASCD Smartbrief, and has made the most-read section of ASCD Smartbrief numerous times. Mike presents at national conferences, including the Learning and the Brain conference, November 2021; FETC January 2022, and FETC, again in January 2023. He has been on numerous podcasts including Larry Ferlazzo’s Education Week Classroom Q&A. Mike has published three books: Radical Principals, Leading Schools Through Trauma and Microstrategy Magic. Dr. Gaskell works relentlessly to support instructional excellence and student success, for his school community, and most importantly, for the wellness and equity of all children. In this episode, we cover a wide range of topics, including:✅De-escalation strategies school staff can use for handling emails and social media posts; including Jay Baer’s “reply only twice” strategy.✅Three protective factors that increase post-traumatic growth.✅How to “stack” 1-minute interventions to improve resilience, behavior, and performance. ✅Simple but powerful ways to improve attention and engagement; including the “coffeehouse effect” and greeting students at the door. You can connect with Dr. Michael Gaskell on LinkedIn here, on Twitter here, and on Instagram here. His books include Radical Principals, Leading Schools through Trauma,  and MicroStrategy Magic: Confronting Classroom Challenges While Saving Time and Energy.In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here.  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

When the pandemic hit, many clinicians had to unexpectedly transition to online therapy, which raised a lot of concerns about treatment quality.Can you really provide high-quality services in an online format? Does it require the same skill sets as in-person therapy? Are there times when teletherapy provides functionality that doesn’t exist in-person? As the world has embraced telehealth as a viable option to increase access to services, these are all questions that come up for those of us delivery services. That’s why I invited Lynne Inabnitt to the show to talk about the ins and outs of teletherapy; and what clinicians need to consider when using this format. Lynne Inabnitt, M.A. CCC-SLP, is Senior Vice President of Clinical Success at Presence, a leading provider of remote evaluations and teletherapy for children with diverse needs. In this role, she oversees a team that supports relationships between Presence clinicians and school district partners by embedding clinically sound practices into service operations. Lynne served as a pediatric and school-based SLP for over 15 years, transitioning into the teletherapy space in 2015. Since then, she’s held leadership positions overseeing clinical operations and multidisciplinary teams as the Clinical Director of Quality, Outreach, & Learning for Presence and Co-Clinical Director for Global Teletherapy. Lynne was a previous recipient of the Leadership in Literacy Grant from the U.S. Department of Education awarded by the University of Cincinnati, is an ASHA certified and licensed SLP, and received a Bachelor's degree and Master of Arts in Speech Language Pathology from Miami University of Ohio.In this conversation, we discuss:✅What skills are needed to be a good teletherapist, and how should clinicians set themselves up for success from the start? ✅How teletherapy can provide opportunities for creativity, innovation, and customization that aren’t as easy to make using print materials.✅How therapists can leverage the power of networking and community to build skills and grow in their careers. You can learn more about professional development and career opportunities at Presence at https://presencelearning.com/. To learn more about the Kanga telehealth platform, visit: https://presencelearning.com/kanga-online-therapy-platform/You can connect with Lynne on LinkedIn here. In this episode, I mention the School of Clinical Leadership, my program for related service providers who want to take a leadership role in implementing executive functioning support. You can learn more about the program here. We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

Those of us working in K-12 education interact with students and staff who have experienced trauma whether we’re aware of the specific events or not. A lot of people have heard the term “trauma-informed” care, but not everyone knows what it means or how to do it in practice.That’s why I wanted to invite Rachel Archambault to episode 115 of the De Facto Leaders podcast to talk about what trauma-informed care is and share how educators and therapists can put it into practice. Rachel Archambault, MA CCC-SLP is an SLP Program Specialist for Broward County Public Schools. After a traumatic event happened at her workplace on 2/14/18, she looked for ways to work with students (and herself) after trauma. She found trauma-informed care and has been presenting nationally to SLPs and other providers on how TIC can be used in their setting. She runs the Instagram account, @PTSD.SLP which discusses TIC from a speech lens.In this conversation, she shares:✅What exactly is trauma-informed care and how can those working in the schools provide a supportive environment for students? ✅What school leaders need to know about being trauma-informed (and why it’s not just about the students). ✅How to avoid re-traumatization, including the way you use language or other common triggers to be aware of.✅Mistakes people make (even though they’re well-intended) and how you can build trust with students and colleagues who have experienced trauma.You can connect with Rachel on her Instagram account here, her Facebook page here, and on LinkedIn here.  Her website (coming soon) is at ptsdslp.com.In this episode, I mentioned my free online training for K-12 therapists who want to offer social and academic support that’s evidence-based and neurodiversity-affirming. You can sign up for that free training here. We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.

A lot of professional development is still delivered in the lecture or workshop format, even though there’s evidence that this model doesn’t have a significant impact on student outcomes. So what do people working in K-12 education need to support students and have fulfilling careers? I started asking myself that question when I was working in the schools, and I stumbled upon the coaching industry. This led me to discover design-thinking, a process for solving problems and innovating; something I’d never heard of in my preservice training. Nowadays, people are more skeptical than ever about the scientific community. Many feel that the heavy focus on evidence-based practice ignores the human component that school professionals bring to the table. I see design-thinking as a way we can be evidence-based, innovative, and empathetic at the same time. That’s why I invited Dan Kelley from DPK Solutions to episode 114 to share how he uses design-thinking to coach school leaders.Daniel P. Kelley is the veteran principal of Smithfield High School in Smithfield, RI. He is an educator, instructional leader, and innovator. Dan served as president of the National Association of Secondary School Principals (NASSP) during the 2017-2018 school year and was a member of the NASSP Board of Directors for five years. He has served as a high school assistant principal; a high school and middle school special education teacher; and a middle school math and science teacher. He was named the Rhode Island Secondary Principal of the Year in 2012.As a leader in education, Dan believes in challenging current instructional practices to provide creative and effective opportunities for students to learn, grow, and succeed. He is passionate about educational leadership that builds strong relationships with faculty and the community, utilizing social media to foster connections between educators, and establishing Personal Learning Networks for collaboration and professional development.In this episode Dan shares:✅Why your boss isn’t always the best person to coach you, and where you can go to get the support you need.  ✅How to use design-thinking to keep students engaged and provide real-life, project-based experiences that prepare them for adulthood.✅What school staff need in a coach (and why it’s different depending on your role and your career goals).You can connect with Dan on LinkedIn here: https://www.linkedin.com/in/dpk933/ on Twitter here: https://twitter.com/danielpkelley and on his website here: https://twitter.com/danielpkelleyIn this episode, I mentioned my free online training for K-12 therapists who want to offer social and academic support that’s evidence-based and neurodiversity-affirming. You can sign up for that free training here: https://drkarendudekbrannan.com/efleadership  We’re thrilled to be sponsored by IXL. IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers’ timeReliably meet Tier 1 standardsImprove student performance on state assessments🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.