Leadership Videos

The traditional image of a leader as an all-knowing superhero who commands and protects their followers is outdated. Despite corporate training programs, more than half of companies have failed to grow great leaders. To thrive and grow in the 21st century, leaders must anticipate change, build diverse networks, and have the courage to abandon practices that made them successful in the past. 

Answering these three questions will determine a leader's effectiveness: 

• Where are you looking to anticipate the next change

• What is the diversity measure of your personal and professional stakeholder network

• Are you courageous enough to abandon a practice that has made you successful in the past? 

Great leaders are preparing themselves for the realities of today and the unknown possibilities of tomorrow.

In this must watch, informative and inspiring video hosted by James Mannion, Ron Berger author of "An Ethic of Excellence," and founder of Expeditionary Learning (EL) Education,  underscores the significance of quality work and critical thinking in education, transcending the traditional vs. progressive teaching debate. His teaching journey champions apprenticeships for educators and evolving teacher training methods. 

Ron extols the worth of exhibitions and formal presentations of student work, emphasizing the role of a robust classroom culture in fostering meaningful learning, founded on high expectations and a culture of excellence. 

Project-based learning and meaningful assignments wield transformative power, with daily circle meetings providing safe spaces for identity exploration.

** Learn more about Ron's book, 'An Ethic of Excellence'.

Key Ideas:

• Quality work and critical thinking are pivotal in education, irrespective of traditional or progressive approaches.

• Teaching should include apprenticeships and adapt to changing teacher training paradigms.

• Exhibitions and classroom culture enhance meaningful learning.

• High expectations and a culture of excellence are essential in schools.

• Project-based learning and meaningful assignments lead to transformation.

• Safe spaces and identity exploration are crucial for students.

• Student agency and engagement are vital in education.

• A small family group called "crew" helps students stay on track.

• Ongoing assessment and critique shape students' sense of quality.

• Education should focus on students' well-being and amplify their voices.

In this brief video, Kath Murdoch explores strategies for collaborating with and assisting colleagues as they navigate unfamiliar pedagogical concepts. Drawing parallels between the inquiry methods employed in her classroom, such as personal engagement and observation, she highlights how these practices can be applied in our interactions with fellow educators. Although concise, the video serves as a thought-provoking stimulus for contemplating ways to mutually support each other in the learning process.

Also see: Other inquiry-based videos and documents by Kath Murdoch 

Itay Talgam describes the experience of conducting an orchestra as a magical moment where a small gesture from the conductor can transform the noise of the orchestra warming up into beautiful music. He emphasizes that this moment is not just about the conductor, but also about the musicians, the audience, and their stories.

He then shows examples of different conductors and their styles of control, from Riccardo Muti's authoritative style to Herbert von Karajan's more spiritual approach. He also mentions Carlos Kleiber's unique approach, where he allows the orchestra to play without much interference, resulting in a natural and organic performance.

Itay Talgam also talks about the importance of the audience in creating a successful performance. He mentions the Viennese audience's tradition of not interfering with the music, but how they were clapping and participating in the performance he showed. He contrasts this with Israeli audiences who tend to cough during concerts.

Overall, the Itay Talgam emphasizes that conducting an orchestra is not just about the conductor's control, but also about collaboration and respect between the conductor, musicians, and audience.

Simon Sinek discusses a pattern of success among great leaders and organizations, which the he calls the "golden circle." The circle consists of three parts: why, how, and what. Most people and organizations know what they do and how they do it, but very few know why they do what they do. The Simon argues that successful leaders and organizations communicate from the inside out, starting with why they exist, which inspires people to believe in their cause.

Simon uses Apple, Martin Luther King, and the Wright brothers as examples of successful organizations and leaders who communicate from the inside out. For instance, Apple is more innovative than all its competition year after year because they start with why they exist, which is to challenge the status quo and think differently. They believe in making products that are beautifully designed, simple to use, and user-friendly. They communicate this belief in everything they do, which inspires people to believe in their cause.

Key Take-a-Ways

• The golden circle consists of three parts: why, how, and what.

• Successful leaders and organizations start with why they exist, which inspires people to believe in their cause.

• Apple, Martin Luther King, and the Wright brothers are examples of successful organizations and leaders who communicate from the inside out.

John Doerr, a computer engineer who worked with Andy Grove, explains the importance of setting meaningful and audacious goals using a system called "Objectives and Key Results" (OKRs). OKRs are a simple goal-setting system that work for organizations, teams, and individuals. 

The objectives are what you want to have accomplished, and the key results are how you will get that done. Good results are specific, time-bound, aggressive but realistic, measurable, and verifiable. 

Doerr emphasizes the importance of answering the question "why" to develop a clear and compelling sense of purpose that inspires teams. He shares stories of entrepreneurs like Jini Kim and Bono who have used OKRs to achieve their goals. 

Doerr encourages everyone to write down their values, objectives, and key results to measure what really matters in their lives.

Drew Dudley discusses how people are uncomfortable with the title of leader because it has been made into something bigger than it is. He shares a story about a lollipop moment, where he made a positive impact on someone's life without realizing it. Drew encourages the audience to recognize their own lollipop moments and to acknowledge those who have made a positive impact on their lives. He argues that leadership should be redefined as creating and acknowledging lollipop moments, as this can have a powerful impact on people's lives.

Key Take-a-Ways

• Many people are uncomfortable with calling themselves a leader

• Leadership has been made into something bigger than it is

• The audience is encouraged to recognize their own lollipop moments and acknowledge those who have made a positive impact on their lives

• Leadership should be redefined as creating and acknowledging lollipop moments

Gitte Frederiksen challenges the idea that leadership is a role for the few and the rest of us get to just lean back. She argues that this approach is not going to help us solve the complex problems that we face today. Instead, she proposes a model where leadership is for the many. This means that power of the few is replaced with influence of the many, and everyone is in charge. 

In this model, labels are removed, everything is shared, and people are kind to each other. Gitte believes that distributed leadership is a movement that goes beyond the traditional leader, and that we need to create leaders, not followers. She encourages everyone to raise their hands and be a leader, even if just a bit more. She believes that we need to get many minds together, more resources, more capabilities, and we need to do it effectively and sustainably to solve the problems ahead.

Key Take-a-Ways

• Leadership by the few is not going to help us solve complex problems.

• Leadership should be for the many.

• Power of the few should be replaced with influence of the many.

• Labels should be removed, everything should be shared, and people should be kind to each other.

• Distributed leadership is a movement that goes beyond the traditional leader.

• We need to create leaders, not followers.

• Everyone should raise their hands and be a leader, even if just a bit more.

• We need to get many minds together, more resources, more capabilities, and we need to do it effectively and sustainably to solve the problems ahead.

David Logan discusses the importance of tribes and their culture in innovation. He explains that tribes are naturally occurring groups of people, ranging from 20 to 150 members, where work and societal development happens. 

David identifies five stages of tribes, with Stage One being the lowest and Stage Five being the highest. He emphasizes that not all tribes are the same, and what makes the difference is the culture. He argues that Stage Four tribes can do remarkable things, but there is still a higher level of tribe to achieve.

Key Take-a-Ways

• • The importance of tribes and their culture in innovation are discussed.

  • Tribes are naturally occurring groups of people, ranging from 20 to 150 members, where work and societal development happens.

  • Five stages of tribes, with Stage One being the lowest and Stage Five being the highest are identified.

  • Not all tribes are the same, and what makes the difference is the culture.

  • David Logan argues that Stage Four tribes can do remarkable things, but there is still a higher level of tribe to achieve.

This episode is from Toddle's "School Leadership Project"

Kath Murdoch is an educator who is passionate about inquiry-based learning and its implementation in the classroom. She believes that inquiry-based teaching and learning is not just a theoretical concept but requires a deep understanding of what it looks, sounds, and feels like in practice. Kath's newest book - Getting Personal with Inquiry Learning - focuses on personalized inquiry, which expands the scope of inquiry-based learning to include individual and small group exploration of personal interests and passions. She emphasizes that personalized inquiry can be integrated within the curriculum, leveraging connections to key skills and concepts. Kath advocates for a guided approach to inquiry, where teachers play a crucial role in supporting and scaffolding students' learning journeys. She believes that a strong understanding of the curriculum empowers teachers to make meaningful connections and create engaging learning experiences. In order to foster a culture of inquiry, Kath encourages leaders to provide teachers with time, autonomy, and opportunities for collaboration and sharing. Additionally, she acknowledges the challenge of sustaining an inquiry-based culture when key staff members transition, emphasizing the importance of preserving the culture and supporting ongoing professional learning.

** Related resources connected to the podcast

** Kath's book she mentioned in the podcast: Getting Personal with Inquiry Learning: Guiding Learners' Explorations of Personal Passions, Interests and Questions 

Key Ideas

• The personalized inquiry model expands on the traditional inquiry cycle, allowing individuals or small groups to pursue their own interests.

• Personalized inquiry can be integrated within the curriculum by mapping it to relevant skills, concepts, and dispositions.

• Kath Murdoch views inquiry as guided rather than a strict dichotomy between guided and open inquiry.

• Deep knowledge of the curriculum empowers teachers to make connections between personal inquiries and curriculum outcomes.

• Leaders can empower teachers by providing them with time, autonomy, and opportunities for collaboration and sharing.

• Challenges in implementing inquiry-driven pedagogy include transiency, where staff members move on, and sustaining a culture of inquiry when key individuals leave.

• Professional inquiries can be conducted without a formal end exhibition or showcase. The impact of the inquiry is experienced throughout the process, as teachers choose areas they want to improve in their students' learning and work on their inquiries with the students.

• The impact of professional inquiries is enhanced through collaboration and sharing among teachers. Regular staff meetings dedicated to sharing progress, challenges, and learning from each other contribute to the professional growth of teachers.

• The alignment of personal inquiries with a school's strategic plan or individual performance goals can provide a framework for teachers' inquiries, but it's important to maintain teachers' genuine voice and autonomy in the process.

• Professional inquiries should be seen as a complementary form of professional development alongside other forms such as collective shared inquiries and workshop days.

• The concept of time and autonomy is crucial in supporting personal inquiries. Teachers should be provided with dedicated time and support to pursue their inquiries and develop their professional growth.

• Resources for inquiry-based pedagogy can vary, but some essential ones include loose parts and natural materials for hands-on exploration, access to digital technologies for information gathering, and a collection of quality professional literature to support teachers' learning. Books and resources that offer depth and expertise are particularly valuable.

• Leaders should be aware of the available resources, keep up with current literature, and share relevant books or resources with the staff to support their professional growth and practice. The right book at the right time can be transformative for a teacher's practice.

This episode is from Toddle's "School Leadership Project"

What You Will Learn

In this Toddle video educator Doug Fisher delves into the crucial role credibility plays in effective leadership within educational settings. He underscores the pivotal connection between trust and credibility, emphasizing that trust forms the bedrock upon which credibility is built and sustained.

Central to Doug's discourse is the notion that effective communication lies at the heart of leadership credibility. He highlights how others perceive a leader's competence primarily through their communication skills. He advocates for leaders to prioritize clear, transparent communication to bolster their credibility among colleagues, staff, and stakeholders.

Moreover, Doug stresses the importance of trustworthiness, advocating for leaders to demonstrate reliability, honesty, and consistency in their actions and decisions. He suggests practical strategies such as implementing open-door policies, conducting regular check-ins, and modeling exemplary instructional practices to enhance immediacy and foster stronger connections within the educational community.

In addition to fostering trust and effective communication, Doug emphasizes the value of continuous learning for educational leaders at both the school and district levels. He encourages leaders to engage in extensive reading and exemplify a dedication to personal and professional growth. By modeling a culture of innovation and adaptation, leaders can inspire their teams to embrace change and drive progress within their educational communities.

Key Ideas

• Trust is fundamental to leadership credibility.

• Effective communication is central to how leaders are perceived.

• Reliability, honesty, and consistency are crucial traits for leaders.

• Open-door policies facilitate accessibility and trust-building.

• Regular check-ins strengthen connections within the educational community.

• Modeling good instructional practices enhances credibility.

• Continuous learning is essential for personal and professional growth.

• Leaders should prioritize extensive reading to stay informed.

• Commitment to learning fosters a culture of innovation and adaptation.

• Trust, communication, and learning are foundational for driving positive change.

This episode is from Toddle's "School Leadership Project"

Join Dr. Ron Ritchhart, a Harvard researcher and expert in creating cultures of thinking in schools, for a conversation on transforming education. He shares insights on developing students as powerful learners by making thinking visible, teaching beyond tests, and fostering thinking dispositions. 

Dr. Ritchhart discusses how visible thinking routines empower both teachers and students, promoting inquiry-based learning and critical thinking. He also offers strategies for assessing dispositions and building supportive learning communities. 

This episode is valuable for educators and leaders passionate about enhancing student learning and fostering learner agency.

Also see: Visible Thinking Routines

This episode is from Toddle's "School Leadership Project"

What You Will Learn

This podcast is a perfect primer for both teachers and leaders who want to understand the thinking behind developing meaningful and relevant concept-based units of inquiry.

In the podcast, Rachel French delves into the crucial aspects of effective concept-based inquiry. She underscores the significance of fostering student curiosity through acknowledging and nurturing their questions. Concepts' role in teaching, along with the utility of case studies for enhanced comprehension, takes center stage. Seeking mentors, incorporating essential ideas into curriculum planning, and utilizing diverse understandings within a study unit emerge as essential practices. 

Rachel emphasizes connecting ideas across disciplines meaningfully, cautioning against forced integration. Notably, she examines levels of understanding drawn from texts and advocates for teaching diverse skills to grasp content comprehensively.

The podcast touches on comprehending rules across disciplines, valuing evidence and persistence for building understanding, and nurturing open-mindedness through case studies. Techniques like the four corner debate are proposed, as is the balance between structured planning and adaptive teaching. The guidance of students' case study choices, crafting meaningful and rigorous inquiry units, and expressing gratitude are also discussed. 

Overall, the video encapsulates pivotal strategies for effective inquiry-based learning implementation, underscoring the fostering of curiosity, strategic planning, interdisciplinary connections, and varied skill development.

** The book Rachel mentioned in the podcast: Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding

Key Ideas

• Fostering Curiosity: Encouraging student questions is pivotal in inquiry-based learning, cultivating their curiosity and engagement.

• Concept-Centric Teaching: Emphasizing the role of concepts in both teaching and learning facilitates a deeper understanding of subjects.

• Case Studies Enhance Learning: Utilizing case studies effectively aids in profound comprehension and application of knowledge.

• Mentorship and Thought Partners: Teachers benefit from seeking mentors and thought partners to refine their teaching approaches.

• Strategic Curriculum Planning: Writing essential ideas into curriculum planning ensures a clear and coherent learning trajectory.

• Diverse Understandings: Incorporating multiple perspectives within a study unit enriches students' comprehension and critical thinking.

• Interdisciplinary Connections: Creating meaningful connections between concepts across different disciplines deepens students' appreciation of knowledge.

• Balanced Integration: While interdisciplinary learning is valuable, forced integration should be avoided for the sake of coherence.

• Comprehension Strategies: Teaching a range of skills and strategies equips students to fully comprehend complex texts.

• Adaptive Teaching Approach: Balancing planned curriculum with responsive teaching ensures effective adaptation to students' needs and progress.

This episode is from Toddle's "School Leadership Project"

What You Will Learn

Discover effective strategies for overcoming challenges, cultivating trust, and establishing a positive atmosphere in this podcast with Jennifer Abrams, the globally recognized authority on interpersonal relationships.

Embrace personal and professional growth to unleash your potential in creating an empowering learning environment as a leader! 

Dive into the indispensable skills required to navigate difficult conversations, deliver constructive feedback, and foster a shared sense of efficacy. 

Learn about the importance of having clarifying conversations as a cornerstone for establishing explicit expectations and promoting teamwork. 

Gain invaluable insights into setting a positive tone within your environment, making decisions that facilitate effective communication, and cultivating trust-based relationships among your team members.

** Related resources connected to the podcast

** Jennifer's book she mentioned in the podcast: Having Hard Conversations 1st Edition

Key Recommendations

• Take responsibility for interactions: Individuals should take responsibility for their side of interactions and communication. This involves expressing concerns or frustrations in a constructive manner, seeking clarification purposefully, and avoiding unnecessary drama or complaints.

• Build resilience: Developing strategies to manage stress, frustration, and discomfort is essential for maintaining resilience in the workplace. Individuals should focus on self-care and finding coping mechanisms to handle challenges effectively.

• Alignment with SEL: Leaders should connect the importance of self-regulation, growth mindset, and social-emotional learning (SEL) for both adults and students. By modeling these practices themselves, leaders can promote a positive and supportive environment for everyone in the school community.

• Trickle-down effect: Leaders should recognize that their own well-being and growth directly impact the well-being and growth of their team members and students. By prioritizing self-care and personal development, leaders can create a culture that values and supports the growth of all individuals within the organization.

• Schedule meetings for difficult conversations: Encourage individuals to have difficult conversations on Mondays, Tuesdays, or Wednesdays rather than on Fridays, allowing time for follow-up and support if needed.

• Consider location and environment: Create a conducive environment for conversations by choosing a location that decreases the level of intensity. For example, sitting side by side on a couch or at a table can help reduce the intimidating atmosphere of a formal office setting.

• Utilize props or visual aids: Props or visual aids can be used to enhance the intensity or focus of a conversation. For example, having a file with someone's name on it or two cups of coffee or water bottles can help set the desired tone.

• Focus on collective efficacy: Recognize the importance of developing adults' ability to work together effectively in order to improve student achievement. Emphasize the research showing that collaborative efforts and relational trust among adults contribute to positive outcomes for students.

• Encourage self-reflection and self-awareness: Promote personal growth by encouraging individuals to explore their identities, work styles, and perspectives. This includes engaging in DEIJ (Diversity, Equity, Inclusion, and Justice) work and understanding how one's actions and reactions impact interactions with others.

• Suspend certainty and embrace different perspectives: Foster an environment where individuals can suspend their certainty and engage in open-minded dialogue. Encourage them to seek understanding from others' perspectives and be willing to explore gray areas to promote better collaboration and decision-making.

• Allocate time for professional development: Recognize the importance of dedicating time to professional development focused on these areas. Consider allocating at least six hours over the course of a year for training and discussions around these topics, ensuring that individuals have the opportunity to deepen their understanding and apply the concepts to their work.

This episode is from Toddle's "School Leadership Project"

Guy Claxton is a cognitive scientist who has spent most of his career working in education. He is interested in how people learn and believes that how well people learn is not related to IQ but rather to habits of mind, knowledge, or skills that can be learned and acquired. He has created a framework that focuses on equipping people with the skills and attitudes to flourish in the world, no matter what their path in life may be. 

He believes that schools should prioritize inspiring people with intrinsic motivation, rather than just transmitting knowledge and passing written, memory-based exams. Guy uses the metaphor of going to the gym to explain that going to school should be like going to the gym - you get fitter and stronger by putting in the hard work, and cheating only hinders your own progress. 

He also distinguishes between a learning culture and a performance culture in the classroom, and believes that a learning culture is more effective in preventing cheating. 

Guy's work aims to bring clarity and precision to the objectives of education and build research-based, appealing ways of talking about desirable outcomes.

** Related resources connected to the podcast

** Guy's Book: The Future of Teaching: and the Myths that Hold it Back

Key Ideas

• Guy Claxton has a PhD in experimental psychology and has spent most of his working life in education because he finds it more fulfilling and interesting to work in real-life contexts.

• He believes that people can become better, smarter, stronger, and more flexible learners through developing certain habits of mind, knowledge, or skills, which can be learned and acquired.

• He has created a framework that aims to equip people with the skills and attitudes they need to flourish in the world, no matter what their path in life may be.

• Guy believes that schools should prioritize inspiring people with intrinsic motivation, rather than just transmitting knowledge and passing written, memory-based exams, which he believes is an outdated approach to education.

• Guy uses the metaphor of going to the gym to explain that going to school should be like going to the gym - you get fitter and stronger by putting in the hard work.

• Cheating only hinders your own progress and that it is important for students to develop a strong sense of integrity and honesty.

• He distinguishes between a learning culture and a performance culture in the classroom and believes that a learning culture is more effective in preventing cheating.

• Guy believes that a learning culture is more effective in preventing cheating because it fosters an environment of collaboration and mutual support.

• His work aims to bring clarity and precision to the objectives of education by identifying the skills and attitudes that are necessary for success in the 21st century.

• He wants to build research-based, appealing ways of talking about desirable outcomes in education to help students understand what they need to do to succeed.

This episode is from Toddle's "School Leadership Project"

What’s the difference between a student-centered and learner-centered model? What’s really standing in the way of schools making changes? These questions and more are answered in this stimulating and informative podcast. 

Katie and Devin are passionate about creating learner-centered school models. At the Learner Center Collaborative, they work with school leaders to design schools that prioritize learners' strengths, interests, and goals, aiming to meet the demands of the modern world.

They emphasize a paradigm shift from school-centered to learner-centered approaches, fostering agency, collaboration, and authentic learning experiences using the Four Ps of Change framework: promoting permission, protection, elimination of perfectionism, and removing barriers. 

The Learner-Centered Framework consists of whole learner outcomes, meaningful learning experiences, and enabling conditions. They advocate for a holistic approach, developing learners' skills, knowledge, and dispositions to thrive in real-world contexts.

They emphasize the need for enabling conditions such as relational trust, clarity of outcomes, and collective efficacy. The main barrier they identify is the perception of external expectations. 

They also challenge the notion of standardized tests as the sole goal of education, advocating for using them as one data point. 

Creating joyous and productive workplaces involves individualization, clear vision, and seeking feedback. Devin's advice is to ask "Who cares?" and "What's possible?" to drive meaningful change, while Katie emphasizes treating people as they want to be treated and understanding their unique needs.

** Related resources connected to the podcast

Key Ideas

• Prioritize learner-centered education with clear outcomes over rigid content coverage.

• Create enabling conditions such as relational trust, clarity of outcomes, and collective efficacy.

• Overcome the barrier of external expectations by aligning perspectives through collaboration.

• Challenge the notion of standardized tests as the sole goal of education; use them as one data point.

• Foster joyous and highly productive workplaces through individualization, clear vision, and feedback.

• Treat people as they want to be treated and understand their unique needs for a joyful work environment.

• Ask "Who cares?" and "What's possible?" to drive meaningful change and widen the circle of involvement.

• Embrace the concept of fractal systems, creating self-similar environments for learner-centered experiences.

• Empower teachers with autonomy to make decisions, focused on desired outcomes rather than micromanagement.

• Strive for continuous improvement, learning, and growth in pursuit of a more learner-centered educational model.

This episode is from Toddle's "School Leadership Project"

A Crash Course in UDL delves into Universal Design for Learning (UDL) as a framework for tailoring education to diverse learner needs. Drawing parallels with a dinner party and a coffee shop, Katie Novak stresses the necessity of anticipating and accommodating varied learner requirements for inclusivity. UDL advocates for creating lessons with multiple options to meet diverse needs. 

Katie underscores the significance of acknowledging and addressing evolving student needs and dispelling stigma around support usage. 

Drawing from her teaching experience, she advocates for offering students varied learning options, encapsulated in the Goldilocks concept. She also highlights the notion of expert learners, emphasizing metacognition and reflection in learning. 

Katie underscores the importance of clear goals and success criteria in UDL, leveraging technology to support diverse learning paths while upholding essential goals like writing production. Overall, she emphasizes the necessity of clear success criteria to differentiate instruction and accommodate student variability.

** Also see: Inspiring Inquiry's Universal Design Learning webpage

Key Ideas

• Universal Design for Learning (UDL): UDL is presented as a framework for personalizing learning in the classroom, akin to Universal Design in architecture, aiming to make education accessible to all learners regardless of their abilities.

• Anticipating and Accommodating Diverse Learner Needs: The analogy of a dinner party is used to stress the importance of anticipating and accommodating various learner needs to ensure inclusivity.

• Learner Variability: Using the metaphor of a coffee shop, Katie Novak highlights the need for educators to recognize and respond to the diverse needs of students, providing multiple learning opportunities.

• Goldilocks Concept: Katie shares the Goldilocks story to illustrate the importance of finding the "just right" approach for each learner, emphasizing that students have different preferences and needs.=

• Expert Learners and Metacognition: Katie discusses the concept of expert learners, who are self-aware and strategic in their learning, stressing the importance of metacognition and reflection in education.

• Clear Goals and Success Criteria: Clear goals and success criteria are essential in UDL to differentiate instruction and accommodate student variability. Technology can support various learning paths, but certain goals, like writing production, remain non-negotiable.

• Barriers and Scaffolding: Educators should identify potential barriers to learning, including academic, behavioural, linguistic, cultural, and emotional factors, and provide appropriate scaffolds to support student needs.

• Clarity in Assessment: Having clear success criteria facilitates differentiation of instruction and enables educators to find different pathways to help students achieve their goals.

This episode is from Toddle's "School Leadership Project"

Russ and Lisa discuss the biggest misconceptions around voice in schools, including the idea that voice is just about the words coming out of one's mouth and that it is an easy concept to implement. They also talk about the importance of defining what is meant by voice, as there are many different perceptions of the concept. 

Russ and Lisa define voice as having three components: sharing thoughts and ideas in an environment underpinned by trust and respect, offering realistic suggestions for the good of the whole, and accepting responsibility. They emphasize that voice is not just about sharing ideas but also about taking action and accepting responsibility for one's words. 

Russ and Lisa then discuss how administrators can create an environment of trust and respect, emphasizing the importance of open and honest conversations and understanding why students think and feel a certain way.

 Finally, they talk about how voice is not just for student leaders but for all students, and that every student has a unique and powerful voice.

** Related resources connected to the podcast

Key Ideas

• Voice is an important concept in schools.

• There are many misconceptions around what voice is and its importance in schools.

• One of the biggest misconceptions is that voice is just about the words that are coming out of our mouths.

• Voice is not just about sharing ideas but also about taking action and accepting responsibility for one's words.

• Voice has three components: sharing thoughts and ideas in an environment underpinned by trust and respect, offering realistic suggestions for the good of the whole, and accepting responsibility.

• It's important to define what is meant by voice, as there are many different perceptions of the concept.

• Administrators can create an environment of trust and respect by having open and honest conversations with students and understanding why they think and feel a certain way.

• Voice is not just for student leaders but for all students.

• Every student has a unique and powerful voice.

• The ultimate goal of promoting voice in schools is to create a sense of agency and ownership among students.

This episode is from Toddle's "School Leadership Project"

Kevin Bartlett discusses his work on reinventing education to create a more systemic and simplified learning experience. He explains that schools are not broken, but rather highly efficient at doing the wrong things such as killing off curiosity, using low-level grading systems, and killing off conversation in classrooms. He believes that schools need to give children one connected learning experience and create a learning continuum pre-K through 12. 

Keven introduces the CGC (Common Ground Collaborative), a pre-K through 12 learning system that uses inquiry-based methodology. The CGC is based on five questions that he believes are essential to creating a learning system. The first question is "What is learning?" and more specifically, "What is the learning process?"

He defines the learning process as developing learners with deep conceptual understanding of ideas that matter, high levels of competency in key skills, and strong positive moral character. To develop each of these types of learning, Keven has developed a simple pedagogy. He believes that leadership is fearless inquiry and that leaders need to find the right questions to bring to their community to lead them towards consensus on the answers.

** Related resources connected to the podcast

Key Ideas

• Kevin Bartlett is working on reinventing education to create a more systemic and simplified learning experience.

• Schools are not broken, but highly efficient at doing the wrong things such as killing off curiosity, using low-level grading systems, and killing off conversation in classrooms.

• Keven Bartlett believes that schools need to give kids one connected learning experience and create a learning continuum pre-K through 12.

• Keven Bartlett explains the CGC, a pre-K through 12 learning system that uses inquiry-based methodology and is based on five questions that he believes are essential to creating a learning system.

• The first question is "What is learning?" and more specifically, "What is the learning process?"

• Keven Bartlett defines the learning process as developing learners with deep conceptual understanding of ideas that matter, high levels of competency in key skills, and strong positive moral character.

• Keven Bartlett believes that leadership is fearless inquiry and that leaders need to find the right questions to bring to their community to lead them towards consensus on the answers.

• Keven Bartlett's work focuses on bringing simplicity and system to the learning game, and he is proud of his attempt to bring simple systems to schools.

This episode is from Toddle's "School Leadership Project"

Kevin Bartlett and Jay McTighe discuss their collaboration and their work in education. They discuss the gap between theory and practice in education and their efforts to bridge that gap. They are currently working on a project to improve assessment systems and are focused on providing practical tools for teachers to improve student learning. They also talk about the importance of keeping things simple and deep, so that ideas never lose their value.

Their conversation highlights the importance of collaboration and practicality in education. They emphasize the need for educators to work together to create meaningful change in the education system. 

They also stress the importance of providing teachers with practical tools that they can use in their classrooms to improve student learning. Overall, their conversation is a testament to the power of collaboration and the importance of practicality in education.

** Related resources connected to the podcast

Key Ideas

• The importance of collaboration in education

• The value of simple, deep ideas that never lose their value

• The gap between theory and practice in education

• The need to bridge the gap between theory and practice

• The importance of providing practical tools for teachers to improve student learning

• The power of weekend chats and informal discussions to generate ideas and solve dilemmas

• The value of learning from others and being open to new ideas

• The importance of keeping things meaningful and relevant in education

• The need for educators to work together to create meaningful change in the education system

• The value of having a mentor or colleague who can provide guidance and support in one's career.

This episode is from Toddle's "School Leadership Project"

Yong Zhao advocates for a shift in education that empowers students to take ownership of their learning and pursue their passions and interests. He believes that traditional schools, driven by teachers, textbooks, and testing, need to be transformed to meet the needs of the future workforce. Automation and artificial intelligence are disrupting jobs, making it essential for students to develop creativity, curiosity, and entrepreneurial thinking to create their own opportunities. Zhao promotes the idea of a "school within a school," where willing students and teachers can embrace innovative approaches to education. Instead of a uniform curriculum, learning should be driven by authentic problems and tailored to each student's unique abilities and interests. Zhao emphasizes the importance of relevance and responsiveness in education, encouraging educators to listen to students and provide a learning environment that meets their needs. He also highlights the significance of cultivating students' strengths rather than solely focusing on addressing deficits, as this approach leads to more engaging and effective education.

** Related resources connected to the podcast

Key Ideas

• The traditional education system should shift towards allowing students to take ownership of their learning, fostering autonomy and passion-driven education.

• Automation and artificial intelligence are reshaping the job market, leading to the disruption of traditional roles and the need for individuals to develop creativity, curiosity, and entrepreneurial thinking to create their own jobs.

• Students should develop a unique profile of abilities, passions, and knowledge, rather than striving for uniform skills and abilities.

• Transformation in education requires a school within a school approach, where change is an invitation rather than an imposition on all stakeholders.

• Schools should adopt student-driven and project-based learning approaches, where students identify problems to solve and develop authentic products.

• The curriculum should be fluid and driven by student interests and projects, focusing on just-in-time learning rather than just-in-case learning.

• Basic literacy and math skills are essential, but they should be integrated into the context of students' passions and interests.

• Schools should prioritize relevance and responsiveness to students' needs, engaging them in the decision-making process and valuing their input.

• Educators should focus on cultivating students' strengths rather than solely focusing on fixing their deficits, fostering a positive and empowering learning environment.

• Achievement gaps in education are symptomatic of deeper social inequities, and schools should address these inequities while also engaging students based on their strengths and interests.

• Building Strength Profiles: The idea is to create a strength profile for each student starting from kindergarten, where students identify their strengths and passions. This profile would help guide their educational journey and allow them to focus on their abilities and interests.

• Schools should focus on affirming the identity of students by recognizing their unique talents and abilities. This approach promotes confidence and a sense of belief in oneself, which is essential for personal and professional success.

• Challenging Dubious Practices: The book "Duck and Cover: Confronting and Correcting Dubious Practices in Education" challenges the adoption of popular but questionable educational policies and practices. It calls for a critical examination of policies like kindergarten readiness, college and career readiness, social and emotional learning, teacher evaluation, and graduation rates.

• A key question for educational leaders to ask is whether every student is engaged in their learning. Engaging students and catering to their individual interests and strengths is crucial for creating a positive and effective learning environment.

• Moving Beyond Data: The conversation emphasizes the need to look beyond standardized test scores and data-driven approaches in education. It suggests considering a holistic view of students, understanding their unique circumstances, and avoiding over reliance on data that may not capture the full story.

• Schools should provide a loving and caring environment for all students, especially disadvantaged children. By fostering a supportive atmosphere, schools can become a sanctuary where students feel safe to grow and thrive.

• The conversation encourages rethinking traditional education practices and embracing a more personalized and student centered approach. It calls for a shift from one-size-fits-all solutions to recognizing and nurturing individual strengths, passions, and interests.

This episode is from Toddle's "School Leadership Project"

In the video "How to differentiate learning in your schools?" Carol Ann Tomlinson emphasizes the vital role of differentiation in fostering inclusive learning environments. With over 50 years in education, she advocates for recognizing each student's unique learning style and challenges the limitations of traditional teaching methods. 

Carol promotes interest-based learning, incorporating student interests in lessons, and stresses the importance of continuous learning for educators. Her insights encourage a shift from a standardized to a personalized, engaging, and inclusive teaching approach, fostering an environment where students advocate for their own learning.

Key Learnings

• Importance of Differentiation: Recognize the significance of tailoring teaching methods to each student's unique learning style.

• Student Individuality: Acknowledge that every student's brain is unique, requiring personalized attention for effective learning.

• Challenges of Traditional Teaching: Understand the limitations of one-size-fits-all approaches in education.

• Interest-Based Learning: Embrace the concept of interest-based learning to engage students and make lessons more relevant.

• Continuous Educator Learning: Advocate for continuous learning among educators to stay abreast of innovative teaching methods.

• Proactive Differentiation: Address potential learning barriers proactively through differentiation in content, process, product, and environment.

• Observation and Adaptation: Observe students' individual needs, preferences, and cultural backgrounds, adapting teaching accordingly.

• Limitations of Learning Styles: Recognize the limitations of learning styles and focus on understanding individual learning preferences.

• Creating Inclusive Environments: Foster inclusive classrooms by catering to diverse student backgrounds and abilities.

• Student Advocacy: Promote an environment where students actively advocate for their own learning, fostering independence and responsibility.