The Educational Triage Podcast

Credit Recovery

Credit Recovery is popular these days after the pandemic.  Districts and schools are working hard to help students recover their credits lost during that time.   
 
The question is how should we have credit recovery in the schools? What works best? Online, Hybrid? Face-to-Face?  Many options are there, but districts are going for the most efficient and worrying about any consequences later - after the damage is done.  
 
Are students truly learning from these programs? OR are they worse off, lacking the actual skills they should have learned?  And falling further behind? 
 
Are students placed in these programs because they lack the skills to have been placed in the classes in the first place? And falling further behind? 
 
Join us as we try to figure this out. 
Some reading:
 
Issue Brief: Credit Recovery
 
Getting Back on Track Comparing the Effects of Online and Face-to-Face Credit Recovery in Algebra I
Credit Recovery: Are Face-to-Face Classes Better Than Online?
 
Comparative effectiveness and student choice for online and face-to-face classwork
 
Online Learning as a Remedy for Course Failure: An Assessment of Credit Recovery as an Intervention to Earn Credits and Graduate from High School
 
Online Credit Recovery: Benefits and Challenges
 

Community, Race, and Parental Involvement with Marcus LeGrand

We are proud to be speaking with Marcus LeGrand from Central Oregon.  He is a proud father, advocate, board member, and a man of color who represents his whole community.  
This is an engaging and thoughtful conversation regarding our communities, our schools, parental involvement, as well as commitment to our children/students.  
 
Marcus LeGrand is the Afrocentric Program and College Prep Coordinator at Central Oregon Community College. His dedication to assisting students to develop culturally incentive programming, while connecting them with the community and industry resources is his passion. Additionally, his focus on building an equitable and inclusive community led him to co-found The Father’s Group; a non-profit organization structured to assist students with academic success, develop support for our underserved youth, and small business development. 
 
Beyond his everyday role, he volunteers for various community organizations including Restorative Justice and Equity, Kappa Alpha Psi, Fraternity, Inc., the Oregon Alliance of Black School Educators, the American School Counselor Association, and a consultant with Allyship and Action. In 2018 and 2020, he received the Diversity Achievement Award from Central Oregon Community College for my longstanding commitment to community service. 
 
Marcus’s public service led him to run for public office where he serves as a Director and Vice-Chair for the Bend-La Pine School board, where he works to establish developmental pathways for students in the region. He holds a Bachelor of Arts in Marketing from the University of Washington-Seattle and a Master of Arts in Counseling from Rowan University.   
 

Should Students Do College?

Should Students Do College? 
 
This is a great question that we tackle in this episode.  Given the literature, the facts, data points as well as the cost of tuition!  
 
Does the student have a purpose?  A passion?  What are they good at doing?  What are their interests?  
 
Below are some articles that might be of interest:
 
Racial Gaps in College Degrees are Widening
 
CTEE 2021 Fall Report
 
The Number of College Graduates in the Humanities Falls
 
A Handful of Colleges are Providing Training in the Way Consumers Want it - Fast!
 
Most Manufacturing Certificate Holders Don’t Get Jobs in Manufacturing
 
The Dire Consequences of Fewer People Enrolling in Colleges

Parental Involvement - What Does It Look Like Now? Has It Changed? How Can It Help Build the Community?

Parental Involvement
IN the past, we have encountered many parents.  Those who were blase about what was going on in the schools and those who you found at every turn demanding more information about their child.  Most, though, were in-betweeners, many who sought to find out more were encouraged (and many did) to volunteer and help in their offspring’s hallowed halls.  PTOs, Site Councils, PSOs, Boosters, and many other activities had parents working together with the schools to provide a safe, healthy, and vibrant climate for their students - well, many schools had that.  Many did not ever have that.  
 
Studies around the globe have found that schools immersed in poverty have a much lower percentage of parents who worked for an hourly wage and made much less than $75k @year who participated in their children’s schooling.  
 
The ASA (2014) tells us that testing and student performance have more to do with environmental factors outside of school than the school itself.  However, despite this, how are schools factoring in their relationship-building with parents?  How are they addressing many of the problems and obstacles these students and families face?  
 
How Do We Strive to Better our Communities for ALL? 
 
Here are some articles we found helpful - as well as a link to HB1134 of Indiana:
 
HB 1134 and all the information
 
Parent Involvement and Student Success
 
One Size Does Not Fit All - Parental Involvement
 
Flip the System

Is Anxiety the New Learning Disorder?

Is Anxiety the New Learning Disorder? 
 
Lately, it appears there are so many people afflicted with anxiety.  What does this mean for students? Teachers? And others?  
 
What is a disability? 
 
What is a Learning Disorder? 
 
What are some strategies?  
 
We discuss these and more.  
 
And, here are some references for you to pursue and ingest! 
 
Positive Peer Culture
 
13 Categories of Disability Under IDEA Law
 
Disability Determination for Anxiety Disorders
 
Anxiety Disorders and Social Security Benefits
 
Anxiety Disorders in People with Learning Disbailities
 
Understanding the Relationship Between Anxiety and Learning Disabilities in Children
 
Anxiety
 
Anxiety in People Who Learn and Think Differently
 
Anxiety, Depression, and LD
 
Making Sense of the Overlapping Nature of Anxiety, ADHD, and LDs 
 
The Relationship Between Anxiety and Learning Difficulties
Educational Triage Logo - Hanna Charlotte
Music by Joseph McDade - Sundown
 
Upcoming Event -
Liz Keable and Metacognition in Practise!
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their "instrument" and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
 
And, visit AERO for even more resources.

How Much is a Teacher Worth?

HB 1134, Flipping Teachers, and More  Part One
 
The intent of this episode was to review and explore the writing of Jelmer Evers and Rene Kneyber, Flip the System: Changing Education from the Ground Up.  Since they wrote and edited this work (in it there are many essays from around the world explaining how teachers have challenged the system and worked through the mire).  Since that time, there is another work, Flip the System US, there is Flip the System Australia.  This demonstrates that the philosophy engaged in the primary work touched more than a nerve in many around the globe, and is working its way into the bloodstreams of those who read it.  
 
Nonetheless, as we began to explore the reasons for teachers leaving the profession, there was an alert about Indiana’s HB 1134 which passed the house this week.  From the information, I was able to gather prior to recording it appeared that it was an act of overreach but an act that demonstrated concern by the parents and the conservatives in the state.  What I understood when I was quickly gathering is that the expectation for teachers is to present their year’s worth of lesson plans by June 30 for review by a panel of parents (60%) and educators (40%).  
 
Since we recorded, I determined that this was timely and needed to get to you as soon as possible, and we will follow up with a better understanding, within the next couple of weeks.  
 
We hope you are engaged and listen with an open mind - albeit tough when this feels as though another dart is being thrown our way.  Yet, if we keep an open mind, there may be a rich and vibrant answer that could satiate all those involved, and could create something far more meaningful as well.  What that is, we don’t know - yet. 
 
Upcoming Event -
Liz Keable and Metacognition in Practise!
Liz takes us another step further with her workshop.  Click the link and discover more! 
 
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their "instrument" and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
 
And, visit AERO for even more resources.
 

Liz Keable Talks Metacognition

Liz Keable Talks Metacognition
 
What is Metacognition? 
 
Are you, as an educator, plotting out your curriculum based on an experience you expect the students to have, or one that they will have?  What is the difference?  Listen in! 
 
How do we engage students and put them into a situation so we can have them buy in to the learning and begin down the road to learning what we hope they glean form the material? 
 
How do the five senses become a basis for all our learning? 
 
How do we switch from learning to being taught?  What are the differences? 
 
How do we incorporate  Gardiner’s Learning Styles in our work every day? 
 
How do we help students find their strengths? 
 
How do we encourage failure to learn? 
This conversation with Liz Keable takes us down a path of learning how our students learn despite our best efforts.   
 
Liz Keable is a Success Coach and Social Psychologist who delves into how students think, what they need in order to find success, and how teachers can also work more effectively.  
 
I have posted her information below, in case you’d like to contact her.  
 
I’m hoping to have her back soon! 
 
Upcoming Event -
Liz Keable and Metacognition in Practise!
Liz Keable
(BSc Hons, PGCE, MSET, MInstLM)
 (Teaching and Learning Specialist - Metacognition in Practice)
Inspiring Success, Supporting Change 
success@lizkeable.com
Liz is a fully qualified teacher and trainer with many years experience of working with children, young people and adults to support their learning, in both group and one to one situations. As a Biologist with a special interest in the brain, she initially taught Science in High Schools and has always pursued ‘brain friendly’ ways of teaching. Liz also undertook additional training as a Hamlyn Fellow with the University of the First Age, and then with the British Academy of Advanced Training in order to employ the best teaching and learning methods available.
 
Specialising in Gifted and Talented Education, Liz trained further with ‘Sapere’ to deliver ‘Philosophy for Children’, and with author Barbara Bell to deliver the Minimus Primary Latin project. During her time as an Advisory Teacher, Liz developed confidence building ‘transition’ materials for Primary schools, trained classroom teachers to use the specialist packs provided, and carried out a successful research project to raise attainment in that sector. She has more recently supported the educational needs of vulnerable children in specialist ‘foster care’ placements, developing further ‘Learning Brain’ materials in the process.
 
As a Masters level trainer of adults, Liz has written and independently delivered numerous bespoke courses within the education, voluntary and business sectors, whilst also serving as a tutor through other education providers. She has a management qualification from the Institute of Leadership and Management and spent several years as the Development Manager for a local Parenting Strategy.  Liz trained further with Parenting UK to become a ‘Trainer of Parent Educators’ and provides specialist material for parents, and the facilitators of parenting programmes. Over recent years, Liz has also been supporting schools with their CPD needs for Cover Supervisors, Teaching Assistants, and Teachers. 
 
Liz originally founded Learning Pockets UK to help learners in any situation to feel more confident about their ability to succeed, and has personally assisted hundreds of young people to achieve more than they, or anyone else thought possible. In recognition of the fact that the internal environment of a learner’s mind is the most significant factor for both postive mental health, and academic outcomes, Liz now offers; ‘Metacognition in Practice – An Integrated Approach.  
 
Support on this topic is available in several formats; Leadership consultancy for whole school application, specialist training for Teachers and Support Staff, individual student support training for Parents, and an opportunity to access ‘The Learner Success Pathway’. This is a unique 84 page package of structured activities, introducing a sense of ‘self’ into the learning process that enables previously struggling students to become self-motivated, independent learners, responsible for their own progress!
 
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their "instrument" and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
 
And, visit AERO for even more resources.
 
 
 
 
 
 
 
 
 

Why Are Teachers Leaving Education?

Why are Teachers Leaving Education? 
The following is by no means an exhaustive list.  These are simple lists that we came up with as we worked on this: 
 
Look first at why those who teach enter the profession  
Do something good for the community
Love the subject
Want to make a difference
 
Most teachers who leave tend to do this within the first 5-10 years for more economic stability and benefits.  
 
Most teachers who consider leaving do so due to feeling demoralized, believe they have compromised their ethics.
 
Teachers burn out due to
 ever-increasing demands on their time,
 energies, 
lack of administrative support, 
treatment as expendable and replaceable;
 lack of respect,
Micromanaging - teachers feel as though they are paraprofessionals - not allowed autonomy or ability to work without strong oversight.
Lack of Input - teacher-led groups now managed by administration.  Teachers “allowed” to attend. 
 and forced duty to tests, rather than the integrity of the subject. 
Understaffing
More busywork than actually teaching work
Low ROI in energy & degree
 
Re-moralization can occur when teachers are able to reidentify their purpose and reboot, but that will then become a series of waves for the instructor over time.  
 
What is needed:
 Continuous mental health work with every teacher
Identifiable supports from the administration
Valid support from Administration
Validations from peers, community, and administration
Cultivation of a viable professional community on a continuous basis
 
In this episode, we also referenced several articles listed below:
Why Are Experienced Teachers Leaving the Profession?
 
Leaving a Profession After It’s Left You: Teachers’ Public Resignation Letters as Resistance Amidst Neoliberalism
 
Why do teachers leave? A comprehensive occupational health study evaluating intent-to-quit in public school teachers
 
Somatization disorder and stress in teachers: a comprehensive occupational health evaluation
 
Why So Many Teachers Are Thinking of Quitting
 
Why Education Is About To Reach A Crisis Of Epic Proportions
 
Upcoming Event -
Liz Keable and Metacognition in Practise!
 
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their "instrument" and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
 
And, visit AERO for even more resources.

A Little Alternative Education History - a little

A LIttle History Lesson - a little
 
The material from this discussion originated from this essay: 
 
A Brief History of Alternative Education by Ron Miller
 
We aren’t able to discuss the entirety of the essay - we are able to skim through some programs and their philosophies, and some of the founders we have to thank for many of our current structures.  
 
While we bring in ideas from previous episodes, it is a fun and lively chat. 
 
Should we encourage seminar-style learning?  Much like a dialog between students wherein they should be able to discuss both sides of an issue, whether they agree or not?  How do we encourage learning and intellectual capital? 
 
What do we do that other cultures do that work?  Are there really crucial differences? 
 
Are we headed for an Alternative Education drought?  What does that look like?  Philip is going to delve into this for a future learning opportunity!
 
Join Us! 
Upcoming Event -
Liz Keable and Metacognition in Practise!
 
Also, don't forget to join the new podcast, Alternative Jigsaw, A podcast that helps newer teachers begin to access the use of their "instrument" and talents in working in Alternative Education.
Please do visit the National Association for Alternative Education for more resources! 
 
And, visit AERO for even more resources.
 

Flow - A Conversation with Philip Summers Part 2

And we're back with Philip Summers who engages us in a conversation about more aspects of Flow.  How do we use it?  What are the components we need to begin using.  
How do we engage all students?  How would flow work when not all students completely understand? 
How is Flow used in Game Design?  How do we use Game Design in the classroom/curriculum?  
Philip nerds out!  This is packed with information.  
Below, I have put some links that will help you find more information about Flow, Flow States, and more! 
What type of Flow do you have? 
Flow Genome Project 
Cognitive Flow: The Pyschology of Great Game Design
More Articles on Cognitive Flow Theory