Steve Barkley Ponders Out Loud

"It’s time to treat curiosity as the superpower it is. We can build students’ ability to use this learning power by giving them the tools, time, and encouragement to wield it effectively." Dr. Teresa Hill, the superintendent of South Holland Schools in Illinois and the author of, "The Instructional Leaders Guide to Closing Achievement Gaps: Five Keys for Improving Student Outcomes," highlights the “why and how” to empower learning with curiosity. Curiosity is a key to her motto, "All children can learn….. Period." Read Dr. Hill's ASCD article, "Curiosity Is a Superpower" here. Find Dr. Hill on LinkedIn here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Leadership coach for educators and business leaders, Julie Schniers, shares her insights around coaching others to create opportunities for growth, self- discovery, increased confidence, and a focus to accomplish their goals. She focusses on the importance of communication, connections, and confidence. Coaching curiosity is a key. Visit Julie's website and connect here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Keith Young, a co-author of, "The Teaching Strategy Handbook: 200+ Solutions for Common Classroom Challenges," explores the strategies from the book’s Chapter 8, "Teacher Burnout and Stress." Keith shares the practices individual teachers can implement as well as the roles that teacher leaders, instructional coaches and administrators can play in support of teachers. The impact that effective PLCs can play is highlighted. Coaches can support teachers in exploring “circles of influence” as a way of focusing energy investment. Having options addressed throughout "The Teaching Strategy Handbook" support teacher wellbeing. Listen to Keith’s earlier podcast, "Observing and Coaching Classroom Management" here.  Visit Keith's website and get in touch here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

It’s rather clear to most people that to be an effective coach one needs an appropriate mindset for investing in the growth of others and a set of listening and verbal skills for coaching conferencing. Less often considered are the mindsets and skills needed to gain from coaching input. We might label it as one’s coachability. Robyn Vierra, the Teaching and Learning Coordinator at the American School in New Delhi, shares her experiences with being coached. Consider your coachability as you hear Robyn’s story. Connect with Robyn: [email protected] Find the Instructional Coaching Micro-Credential Program here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Tania Lattanzio from Innovative Global Education examines the impact of real objects and the real environment on student learning: When real objects and real environments are the starting point: Curiosity leads the learning. Questioning feels purposeful. Wonder is protected. Understanding grows from evidence. It communicates that learning is not about receiving information, but about making sense of the world. Honoring students as thinkers. Visit the Innovative Global Education website and connect with Tania here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Roney Nascimento, an IB Diploma Mathematics Teacher and AI solutions developer describes his response to this insight. "Teachers weren’t avoiding AI because they didn’t understand it. They were avoiding it because they didn’t trust it or trust themselves to use it responsibly. They were skeptical and wary."   Gain insights for your professional learning design both in and out of technology adoption. Read Roney's ASCD article here. Find Roney's book, "Generative AI for Teachers: A Practical Guide to Educational Technology" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Have you heard this from school leaders? “We invested heavily in this new curricular program. Teachers were invited to give input during the decision-making process. Resources were purchased. Training was completed. Expectations were communicated. We all want greater consistency across classrooms and stronger outcomes for students. So why aren’t teachers implementing the program with fidelity?” Fidelity to purpose that engages teachers as professional partners is likely necessary. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Sari Factor, the Vice Chair and Chief Strategy Officer at Imagine Learning, explores the intersection of curriculum, technology, and people. These questions are explored: What makes a curriculum high quality? How can technology best support the teaching and learning process? What role might AI play in extending this intersection? How should schools be considering the questions around screen time? What role do instructional coaches and school leaders have in supporting high quality learning? Visit the Imagine Learning website here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

As a guest on another podcast, I was asked what were my thoughts, after all my years in the coaching field, what the ideas and ideals of coaching done well would be? "Coaching done well" begins with the coachee’s thinking driving the work, and continues with the coach intentionally choosing responses that move that thinking forward. It isn’t about selecting the "right" strategy —it’s about selecting the response that best supports the coachee’s reflection and growth at that moment. Check out the Coaching Done Well Podcast here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Rigor doesn’t mean more work, and it doesn’t mean figuring it out on your own without support. It should mean achievement at a level just outside of a student’s ability to do things unaided. Just like temporary building support structures, scaffolds for learners are designed to provide access to rigorous learning for all. We want our learners to have what they need to experience productive struggle at a higher level of challenge. James Fester describes strategies to create that support. Read James' article, "How to Scaffold Learning and Maintain Rigor" here.  Visit the National Park Classroom website here. Visit James' website and get in contact here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Resourcefulness, resilience, and collaboration are critical mindsets, and skill sets, for students to develop. For schools to support those outcomes, educators must have the opportunity to develop the same. Mitch Weisburgh, the author of, "Mindshifting: Stop Your Brain from Sabotaging Your Happiness and Success," explores the importance and possibilities. What’s the role of wellbeing and hope in achieving long term, deep learning? Visit the Mindshifting Website & connect with Mitch here. Download "Why We React Instead of Respond" — a free MindShifting Conversation Circle for your educator team here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

What’s one of the first questions you tend to ask a teacher after you’ve broken the ice in a post-conference? Here’s one I hear very often: “How do you think that went?" I cringe a little when I hear that question. The reason is something I learned the hard way early in my coaching career.  That question can lead to teachers protecting and the moment protection enters the conversation, reflection usually leaves it. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Classroom observations can become overly focused on our unconscious bias toward traditional signs of quality teaching and learning. Observers can focus on teaching moves and the appearance of engagement but miss what matters most: are students making sense of the learning. Experienced educator, Dr. Michael McDowell shares the need to “flip” our view in observation to look past surface signals of teaching and learning rituals and perhaps disrupt them. Read "Flipping the Lens on Classroom Observations With the ‘Inside-Out’ Method" here. Visit the Hinge Education website and connect with Michael here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

"When leaders consistently show up in classrooms, not to judge, but to learn and support, they help to create schools where continuous improvement is not an initiative but a way of life." (Dr. Raymond Schmidt) Dr. Schmidt describes how learning walks can build alignment among a teaching staff and administrative team. He explores elements pre, during, and post learning walk observations that build professional learning as continuous and collective, not a one-time event. Read "From Presence to Practice: How Learning Walks and SMART Feedback Strengthen Instructional Leadership in K–12 Schools" here. Visit Dr. Schmidt' LinkedIn here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

How does a staff’s engagement in reflection generate increased staff learning that promotes ownership and accountability for student success?  Highly experienced school leader, Dr. Matt Horvath, explores leaders work with coaching, PLCs, and professional learning for classified staff. The podcast provides insights and questions to promote your reflection. Email Matt: [email protected] Visit Matt's Leadership Nexus Consulting website here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Chris Norwood, the founding director of the Bay Area Tutoring Association, highlights the impact of tutors, parents, students, community members and business leaders collaborating to invest in the future. He explores the preparation of tutors and the rewards for tutors, students, and the community. Consider what can be accomplished through the development of an academic tutoring workforce, extended learning programs and services. Possibilities!! Visit the Bay Area Tutoring Association website here.  Email Chris: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Jonathan Haidt’s, "The Happiness Hypothesis," presents a helpful metaphor for coaching: the elephant and the rider. The elephant symbolizes our emotional, intuitive self—the instinctive reactions that show up when a lesson flops, a student refuses to engage, or a new initiative feels overwhelming. The rider represents our rational, planning, problem-solving self that sets goals, analyzes progress, and decides what we should do next. Coaching for happiness does not mean avoiding challenges or protecting teachers from discomfort. Rather, it means helping teachers interpret challenges as meaningful, discomfort as temporary, and progress as real. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

"Resistance isn’t refusal. It’s a signal of unmet needs."  Becca Silver, the founder of The Whole Educator and the designer of the Resistance Remedy, shares how to diagnosis common unmet needs. Coaches questioning and listening emerges as key to change and commitment. Visit The Whole Educator website and get in touch with Becca here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Mattering is the feeling that we are valued and have value to add to the world. When we build a mattering ecosystem that helps adults feel valued and significant, we’re creating the conditions for children to feel they matter. What are coaching actions that signal mattering to their coachees and help build an ecosystem of mattering. Read "Mattering in Early Childhood: Building a Strong Foundation for Life" here. Read Zach Mercurio's, "How to Create Mattering at Work" here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

By pairing an administrator with a systems-level view and access to resources with a teacher leader deep in classroom expertise and credibility, a school-based mentor program added support to teachers new to teaching or new to the school. Their partnership sent a message that mentoring isn’t something done to teachers—it’s something we do together. "The most meaningful growth happens when learning is collective and public, not private or evaluative." Read Tim's article,"How Administrators and Veteran Educators Can Team Up to Mentor New Teachers" here. Email Tim: [email protected]   Visit Tim's LinkedIn. Email Amanda: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Paul Magnuson shares what his feedback to teachers sounds like after he quit trying to point out weaknesses and trying to show that he knew what those weaknesses are; after he quit sitting across from younger teachers telling them what to do. Hear what he can share by picturing himself standing side-by-side with teachers, staring out across an education horizon that is messy, multi-faceted and fabulously intriguing. Experience how teachers find appreciation from his observation. Find Paul on LinkedIn here.  Visit Paul’s website here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Many educators know that some of the best, most relevant professional development can happen when teachers observe other teachers instructing their students. But in many schools, there’s rarely time set aside for peer observation. Erika Kersey, the principal of Greenville Elementary School in Virginia and two teachers share how they created structured, low-stakes opportunities for teachers to learn from each other. Read Erika's Edutopia article, "How to Create a Thriving Drop-In Culture" here.  Email Erika: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

I have been a long-time promoter of engaging students in real-life (project-based) opportunities. That’s driven from my own experiences as a 4-H participant in my elementary and high school years and having observed teachers and students tackling powerful learning through doing live event projects. Those experiences generated my interest to learn more when I was introduced to The Society of Childhood Entrepreneurs. Leah Ellis shares how even young elementary students can learn important life skills as entrepreneurs. Visit The Society of Childhood Entrepreneurs website here.  Find Leah's book, "Sparks to Stars: The Story of Astra & Zeke" here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

The authors of, "High Five to Thrive: 5 Proven Practices to Unleash Your Passion for Teaching" share their strategies to assist teachers to experience thriving in teaching. Their strategies tackle these issues: A loss of purpose - Is the passion that once fueled you fading? A feeling of hopelessness -Have you ever felt like no matter what you do, it’s not enough? Unhelpful mindset patterns - Do you ever notice that your automatic thoughts negatively shape your view of yourself, your students, and your classroom environment?  Neglecting the mind-body connection - the essential link between your thoughts, emotions, and physical well-being. A feeling of being disconnected - from work, students, and colleagues Consider the importance of these areas for your own thriving as well as those educators you support. Find the book, "High Five to Thrive: 5 Proven Practices to Unleash Your Passion for Teaching" here. Visit authors' website here or find them on LinkedIn here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Tim Smyth, a high school teacher, shares his strategies for regularly surveying his students to build valuable connections. Hear some of the questions and approaches that tap information about his students. Tim has experienced knowing students better, having students know him, and at times knowing students who need emotional help. Instructional coaches can use Tim’s voice to spark teachers’ thinking about the possibilities. Tim started this process as a professional growth plan -  that might be a great option for other teachers. Read Tim’s article here. Find the blog on the 4S’s interview here. Visit Tim’s site here. Email Tim: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Have you witnessed this in your classroom or had teachers share it as a coaching request? "When the cognitive load rises, many students default to learned- helplessness or passive habits. I see it in the quick, 'I don’t get it' before they have engaged with the problem, in the immediate search for confirmation rather than justification, and in the quiet waiting for me to circulate rather than making an initial attempt.” Science teacher-leader, Colin Simpson, shares his observations and strategies implemented to build student learning approaches. Connect with Colin here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

With effective facilitation, individual PLC members come together combining each one’s unique strengths to promote optimal team performance. Without effective facilitation PLC conversations often stray without a focus and disappoint PLC members concerning the payoffs for their invested time. Angela Buckingham and Elena Sammon share strategies for building PLC leaders facilitation skills and model coaching conferences with PLC leaders. Contact Angela & Elena: [email protected] Find Angela & Elena's workshop resources here. Read Steve’s Blog, "Super Facilitation: Maximizing PLC Benefits" here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

When a teacher is planning a learning activity, what’s the movie that’s running in their mind? Are they mostly seeing what they are doing as a teacher or what their learners are doing? When teachers, like athletic and performing arts coaches, focus on the student learning actions they modify instructional moves as soon as recognizing that the needed learning behaviors are missing. Coaches can observe and build coaching conferences around student learning production behaviors. Listen to Becca Silver’s Podcast here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

The authors of "Intentional Influence: Harnessing Cultural Mapping to Build Commitment," share their insights that enable leaders to reflect, explore step-by-step processes, and take concrete actions to impact culture and learning across their "spheres of influence.” By employing Cultural Mapping, leaders can create a personnel map of influence and thus support hidden flow of influence, and apply a strategic approach to increase commitment to organizational goals and scale initiative implementation. Their process is applicable for leaders at all levels. Email Bobby Dodd: [email protected] Email Ben Johnson: [email protected] Visit the Cascading Solutions website here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Professional Learning Communities don’t automatically produce collaboration or impact. They often require skilled facilitation to keep the focus on high quality learning for all students and teachers. A facilitator provides the structure, prompts, and emotional conditions that help members engage deeply, share openly, and turn reflection into meaningful next steps. How can facilitators plan for the beginning, middle, and end of PLC sessions? Listen to the podcast on PLCs at Work with Mike Mattos and Anthony Muhammed here. Read Jamil Zaki's article, "Every Team needs a Super Facilitator" here.  Read Elizabeth Doty's article, "End your meeting with clear decisions and shared commitment" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

What payoffs are possible if students, who were assigned to serve detention, had the option to take a two -hour hike in the woods with a guidance counselor instead? High school counselor, Leslie Trundy, shares her experiences with the” hike as detention” plan. Trundy, guides the hikes including a stop with a view, a snack, and a short poem focused on starting anew. Consider what you want students to learn from your management and discipline programs. Read the NPR article, "At this school, kids given detention can choose a hike instead" here.       Email Leslie: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

What are the compelling "whys" for teachers to invest their time and vulnerability in professional learning communities?  How do professional learning communities differ from professional working communities? When are teachers meeting as a franchise vs meeting as a team with shared accountability? Shared goals and accountability for success are keys to effective PLCs. Read "Professional learning vs. PD: The distinction matters" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

What would be the benefits of ALL students being taught and coached to develop leadership skills?Maureen Chapman and James Simons, authors of, "Leaders of the Class," share the needs, benefits, and processes for students to leverage motivation, perseverance, communication, and collaboration. Consider how to build stronger, healthier relationships with students as they discover their potential as purposeful, impactful leaders. Educators grow their own leadership skills as they develop other’s leadership. Visit Maureen and James' website here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

I heard about a great experience illustrating awe in learning that was shared by a group of middle school students and their teacher in Grand Island, New York. They joined me on this podcast sharing their reflections and insights. As you hear their story consider where these elements of Awe appeared: Awe occurs when we experience something much larger than ourselves Awe leads to the need to reframe one’s understanding of the world. Awe often brings forth emotions of humility, gratitude, and compassion. Awe is linked to prosocial behavior: people are more likely to help others after experiencing awe. Connect with the teacher, Lora Randles: [email protected] Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

How do the words teachers hear from school leaders, instructional coaches and peers provide an uplift and motivation? Are there time that the words teachers hear create a subtle source of stress, confusion, or disengagement? Our language can be a vehicle through which expectations, emotions, and commitments are transmitted.  What we say—and just as importantly, what we don’t say—can directly influence teacher growth, agency, and energy. Consider how your intentional language can empower your coachees, team members and staff, fostering a culture where trust, clarity and motivation thrive. Read "Empowering Others Through Words," from Phoenix Perform here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

How do you ensure your students are reading your feedback, digesting it, and using it to improve? Alexis Wiggins explores the connections between reflection and feedback. She shares her personal experiences around revision-based assessments, AI possibilities, and modeling her use of feedback from student surveys. Read Alexis’ article, "Feedback That Matters" here. Watch the "Austin’s Butterfly" video here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Some instructional coaches are starting the year with teachers who are new to the profession—and some with teachers who are entering the classroom without any teacher education background. What do these teachers believe defines classroom management, and where should a coach begin? Many instructional coaches are also hearing highly experienced teachers say, “I’ve never had a student like this before.” How does a coach respond? A. Keith Young, author of The Instructional Coaching Handbook and Confident Classroom Management Moves Card Deck, shares insights and strategies for both teachers and coaches. Consider the skills and strategies that require intentional practice and constructive coaching feedback. Visit the Confident Classroom Management Blog here. Email Keith: [email protected] Visit Keith's Website. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Jennifer D. Klein, the author of, "Taming the Turbulence in Educational Leadership: Doing Right by Learners Without Losing Your Job," shares the need for leaders to support teachers who frequently struggle with false dichotomies like knowledge vs skills or play vs academics. Teachers and leaders often feel isolated and threatened in their efforts to prioritize what learners need most.  Change work requires engagement from a place of courage not of fear. What beliefs and values build your courage to do right by learners? Connect with Jennifer and find her book here. Visit Jennifer's LinkedIn. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Amber Chandler, the author of "Everything New Teachers Need to Know But Are Afraid to Ask," shares a program her district implemented to address that 140 out of its 478 teachers have been with the district four years or less—and the ranks of untenured teachers are expected to swell to 250 in the next five years. That’s approximately half of the teaching staff needing support, not just in year one, but also in years two, three, and four. Chandler sees the challenge but also an opportunity to create a community of educators from the ground up. How do instructional coaches support new teachers and mentors? Red Amber's Ed Week Article, "Going NUTs: How One District Supports Its ‘New and Untenured’ Teachers" here.  Find "Everything New Teachers Need to Know But Are Afraid to Ask" here.  Contact Amber and visit her website here.

The Executive Director of Counselling in Schools, Kevin Dahill-Fuchel, explores the environments needed for students to thrive in school and survive in life. A key to that environment is a staff that can manage their emotions personally and be resilient so that they support students authentically. What role do instructional coaches and school leaders play in supporting teachers’ emotional safety and relationships? How is SEL foundational to schools and classrooms and not an add-on? What should we be celebrating and where should we have an urgent focus? Connect with Kevin and find his resources here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

Every educator sends signals to students that, consciously or unconsciously, determine who experiences belonging—and who doesn’t. When students perceive they do not belong, they are at risk for a host of adverse consequences. Conversely, when students feel a sense of belonging, it can lead to an abundance of positive personal, social, and academic outcomes. How can instructional coaches and school leaders support teachers in identifying unconscious actions that interfere with our intended message of valuing each learner? How can we intentionally plan actions that nurture a community that embraces differences? In Powerful Student Care: Honoring Each Student as Distinctive and Irreplaceable, authors Kathleen Budge and Grant Chandler provide insights and practical support. Read the article, "The Signals We Send About Who Belongs" here.  Connect with Kathleen: [email protected] Connect with Grant here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

Research tells us that awe increases motivation and connection to learning, enhances critical thinking and careful information processing, encourages empathy and prosocial behavior, and supports creativity. What’s the plan for teachers and students first days of school? Are you more likely to hear ‘wow” and “awe” or “ Oh, no.” Explore some possibilities. Find Steve's book "WOW! Adding Pizzazz to Teaching and Learning, Second Edition" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Feedback doesn’t create learning by itself—learning happens when students reflect on, act upon, and integrate feedback into their work.  Teachers don’t cause student achievement. Students do. Our role as educators is to design environments, tasks, and relationships that enable students to produce the learning behaviors that generate achievement. One of those critical learning behaviors is knowing how and being willing to use feedback. Instructional coaches and coaching leaders are supporting teachers to build opportunities for students to profit from feedback, they should be looking to create the same opportunities for their feedback to be profitable for teachers. Watch the "Austin’s Butterfly" video here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

Instructional Coaches and school administrators should be continuously mapping out how they support teacher leaders in their schools. Teacher leaders at grade levels or department chairs for curriculum, along with teachers leading programs or projects and those serving as mentors to new staff are all key to a school reaching its mission and vision of maximizing student success. Too often, there is no plan for the development of critical leadership skills and mindsets that are necessary for teacher leaders to support continuous teacher growth for a school staff. That lack of planning and process, I believe, also communicates a lack of value for the commitment and risk-taking teacher leaders assume. Dr. Philhower - School as a Joyful Place podcast episode.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Planning for the start of a new school year, we should intentionally design for playfulness, connection, and flow—the  elements that are core to fun and joy.  It’s not just about better lessons— but better experiences. Experiences that students will remember, that teachers will find energizing, and that build both engagement and joy. Whether it’s a surprise horse outside a classroom window or a red-carpet moment for staff, fun has the power to transform not just how we feel—but how we learn, connect, and grow. Watch Catherine Price’s TED talk here.   Hear the entire podcast with George Philhower here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes! 

"Coachability is a crucial mindset that builds individual and teacher efficacy and thus student success. Coaching conversations should have a human connectedness built on hope, trust, gratitude, strength, and purpose." (Jennifer Fraser, 2025, Leading with Hope and Kindness) Listen for human connections in a sample coaching pre-conference. [podbean resource="episode=" type="audio-rectangle" height="200" skin="1" btn-skin="104" auto="0" share="1" fonts="Helvetica" download="1" rtl="0"] Read the article, "Leading With Hope and Kindness: 5 Ways to Be a Better Leader" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Listen as an experienced post -secondary professor and Dean of Computing and Data Science shares her insights as she assumes the position of the Head of School at a 7-12 independent school, the New England Innovation Academy. Dr. Durga Suresh-Menon provides a definition of innovation and discusses the need for curriculum and instruction to be continuously relevant. How do students prepare for what comes next?  How do staff engage in the learning that supports their work with student? Email Dr. Suresh-Menon: [email protected] Learn more about the New England Innovation Academy here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Patrick Mongrain, an experienced teacher and teacher coach, shares a message comparing the use of data to drive smarter decisions in the movie Moneyball to providing teachers with data to analyze their instructional classroom moves. He describes the role of 8 high level strategies such as building community and relationships, providing opportunities to respond, and positive and corrective feedback. Too often clearly defined instructional skills that are key to instructional strategies are not identified or coached. Email Patrick: [email protected] Watch "The Why of the 8 practices" here. Learn about the EdChanger Pro App here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!    

Dr. Meagan Booth, the Supervisor of Employee Relations at Knox County Schools in Tennessee, explores our need to learn about and from our Gen-Z teachers. She suggests the need to move from “just trust me” leadership to “here’s what you can expect” leadership providing consistency and transparency that build trust and respect for Gen Z. How do we make mental health “a way of being” to create systems that promote a switched focus from surviving to thriving? Read Meagan's article, "Gen Z Isn’t Lazy: Let’s Rethink What We Expect Of New Teachers" here. Email Meagan - [email protected] Visit Meagan's LinkedIn.   Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Teachers looking for a strategy to increase students’ engagement in learning and instructional coaches looking to support those teachers can find ideas and encouragement from Katie Brooks. She shares her experiences that led her to say: "By making podcasting a part of my ELA curriculum, I’ve seen students finally comprehend complex materials, have a blast learning and using their creativity, and take ownership of their learning in a way that traditional assignments don’t always allow. Students who struggle with traditional tasks have become more invested in their learning when given the opportunity to express themselves through audio storytelling." Read Katie's Edutopia article and find her resources here.  Email Katie: [email protected]            Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!