Episode 99 – Dan Kreiness

99 - Dan Kreiness

Meet Dan Kreiness

DAN KREINESS is an ELA instructional coach for the Norwalk Public Schools district in Connecticut. Dan is also a doctoral candidate at the American College of Education, and the host of the Leader of Learning podcast.

When It’s Not a Perfect Fit

Last year, Dan began the year as a reading teacher. The appointment was not really what he was looking for, and he began seeking an administrative role that would better suit his skills, knowledge, and experience.

Shortly after that, he was hired for an administrative position at a school in New York, but the year didn’t unfold according to plan. The school context was great, the team he served with was competent and professional, but the role just wasn’t an ideal fit. By the end of the year, Dan made the difficult decision to leave the school, and fortunately, he was hired the very next day by his current district in Connecticut.

Although he says the ordeal still stings a little bit, he calls it a learning experience and a blessing in disguise. Although we’re never pleased when an arrangement doesn’t work out the way we hoped it would, he was able to leave his previous position with his head held high and the knowledge that he did the best work that he possibly could.

Hosting the Leader of Learning Podcast

Dan recently marked two years at the Leader of Learning podcast, where he interviews education leaders and dives deeply into the issues that matter in education today. When he thinks about his start, Dan looks back at his early PhD work and all of the reading and writing that he was doing at the time. As he increased his own professional learning and engaged with pedagogical theory, he found himself wanting to share ideas and content that might inspire other educators. With some experience in college radio behind him, Dan decided to give educational podcasting a try, and the rest is history.

First and foremost, Dan explains, he does the show for himself. He brings on the guests and discusses the topics that matter to him, which makes for valuable content built around authentic passion. Over the last two years, he’s developed the technical skills of the podcasting craft and also grown professionally from the rich conversations that have followed.

What’s Setting Dan on 🔥 in Education Today

Something that is setting Dan on fire in education today is the role of innovation in classrooms. Yes, he loves to see learners innovate, but lately he’s been even more energized by the innovation and the growth mindset he sees on the part of educators.

At this point in his career, he’s more concerned with the learning of adults, and although the welfare of our learners remains our number one priority, transformational change in educators is where it’s at for Dan. It’s the passion that has led him to pursue his doctorate with a focus on the link between the growth mindset and leadership practices in skills.

Professional Goals

Dan’s professional goal relates to inspiring the teachers he serves to transform their practice – not the kind of change that comes from coercion or “orders from above,” but from an intrinsic desire to move forward in their practice and help learners better. Transformational leadership theory can be boiled down to these four tenets:

  1. Idealized Influence,
  2. Inspirational motivation,
  3. intellectual stimulation, and
  4. individual consideration.

These four ‘I’s apply in the classroom as much as they apply to the higher levels of school and district leadership. Everyone leads, from the lunch monitors to the custodians to the teachers and everyone that contributes to the growth and learning of kids.

When it comes to instructional coaching, it can take teachers time to develop comfort and trust with another educator living in their space and engaging consistently with their practice. But the job of an instructional coach is not about evaluation – it’s about coaching, supporting, and looking for ways to help another educator grow professionally.

Productivity and Compartmentalization

To meet all of his commitments as husband, father, professional, student, and podcaster, Dan points to the importance of compartmentalization. People talk about a perfect work-life balance, but at times it really does require setting one compartment aside.

Having a supportive network of family and friends is an important part of that dynamic, and it also requires keeping a watchful eye on priorities. It’s okay to shift focus and priorities temporarily in order to achieve major goals or finish projects, as long as those priorities slide back into place as soon as possible.

Dan’s #OneWord for the past year was all-in, meaning that he wanted to be intentional about going all in on only one thing at a time. We all know the limits of trying to go “all in” on too many things at once!

Voices & Resources That Shape Dan’s Thinking & Inspire His Practice

Over on Twitter, Dan recommends following @Edu_Match and @SarahDaTeechur, who have done so much to build professional learning networks and amplify great messages of transformational change in education. To hear more about what Sarah is all about, check out her appearance on Teachers on Fire at episode 66.

For edtech tools, Dan never fails to be impressed by the ways that Nearpod amplifies student voice and engagement in the classroom. Get to know NearPod on Twitter @NearPod

Lead from the Heart.jpgThe first of Dan’s book picks is Lead From The Heart: Transformational Leadership For The 21st Century by Mark Crowley, one of the best books on leadership he’s ever read. Another book that has been helpful in terms of his thinking around instructional coaching and strategic questioning is The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever by Michael Bungay Stanier.

One of Dan’s favorite educational podcasts (besides Leader of Learning and Teachers on Fire, of course) is Better Leaders Better Schools, hosted by Danny Bauer. Follow Michael on Twitter @AlienEarbud

If it wasn’t being canceled again, Dan would be watching Netflix’s Designated Survivor with Kiefer Sutherland. Truth be told, Dan is more of a New York Mets fan than Netflix viewer.

We sign off on this episode, and Dan gives us the best ways to connect with him. See below for details!

You can connect with Dan …

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

Episode 75 – Annick Rauch

75 - Annick Rauch

Meet Our Guest

ANNICK RAUCH is a Grade 1 French immersion teacher in Winnipeg, Manitoba, Canada. She’s a loving mom to 4 boys and wife to the man who allows her to do it all. Her passions in education include growth mindset, global collaboration, and all things innovation. You can follow her on Twitter @AnnickRauch and visit her blog at http://www.annickrauch.ca/.

A Bump in the Road

Annick recalls a moment last year when a live on-screen image search in front of the class went wrong. After her initial alarm and concern, she carefully debriefed the incident with her learners and emailed parents to explain what had happened. Parents were surprisingly thankful for the way that she handled the unfortunate surprise and the lessons students took away from it. Read Annick’s full reflection on this situation at her blog.

Seesaw in the Language Classroom

As a language teacher, Annick loves what Seesaw offers in terms of helping students represent their learning and connect with parents. Although most of her students don’t come from francophone homes, Seesaw gets parents engaged in the learning process and is a great tool for documenting and curating the learning journeys of her students.

The Growth Mindset and YouTube Read-Alouds

Annick has done a lot of work with her learners around growth mindset. She sees it as an essential life skill – young learners need to grasp the Power of YET in order to help them develop grit and resilience in their approach to difficult learning challenges. Annick has helped to organize growth mindset read-alouds, featuring different classes reading through great children’s books that illustrate growth mindset. Her classes have also connected globally with other classes and authors around the world, giving these activities even more interest and impact.

Check out one example of these growth mindset read-alouds on YouTube: It’s Okay to Make Mistakes.

The Impact of Authors from Dave Burgess Consulting

Authors like Jennifer Casa-Todd, George Couros, Tamara Letter, Paul Solarz and many others have all been instrumental in Annick’s personal and professional learning journey. They all have one thing in common: they’ve published books through Dave Burgess Consulting.

Annick recalls how a learning conference at High Tech High in San Diego first connected her with Twitter and Learn Like a Pirate, by Paul Solarz. After learning from the book, Annick tweeted out a snippet from her learning, and the Solarz actually responded! Encouraged by this connection, Annick went on to read The Innovator’s Mindset, Teach Like a Pirate, A Passion for Kindness, and other best-sellers from DBC.

She’s thankful for the support she’s received from these authors and encourages other educators to experience the same sort of support and inspiration. “Just pick a book that interests you … and get connected with the author,” she says.

Passions and Professional Goals in Education

Annick is thrilled today by the incredible new opportunities for global collaboration in education. She talks about her recent connection with Karen Caswell in Australia and the opportunities she’s had to bring authors like Tamara Letter and Dave Burgess into her classroom via Google Hangouts.

This year, one of Annick’s biggest professional goals has been to develop the Optimal Learning Model (from Regie Routman) in her practice. She’s been getting together a few times a year with a small group of educators who are also working on this model, and she’s also been able to learn a lot from co-teaching with another teacher immersed in the model. She’s been able to implement what she’s learned in two incredible writing projects, and she’s been blown away with the learning and progress demonstrated by her first graders. See a recent exhibition of their learning.

Personal Interests Outside of the Classroom

Annick has been a writer since she had the first of her fourth boys. Her writing has moved from emails to keepsake books to her blog. Most of her blogging has been about education, because learning remains one of her chief passions. Writing has definitely been a source of energy and motivation for her ever since those early emails, and she plans to continue this practice.

Secrets of Annick’s Productivity

Annick relies on a few things to keep her healthy, inspired, and productive. Her husband is a key support on the home front, looking after dinners every day and supporting her in many other ways.

She’s also a goal-setter, and she’s found great success by setting simple, attainable goals. That attainable part is key – it’s better to run for at least ten minutes than not run at all.

Another productivity hack is list-making: she thrives on lists and will even write in list items after they’ve been completed, just so she can cross another item off.

Annick has also added more support at home by hiring some cleaning help. She and her husband really appreciate the time and energy gained from this decision and consider it a good investment in quality of life.

Voices & Resources That Inspire Annick’s Professional Practice

On Twitter, Annick’s been gaining tremendous inspiration from @TamaraLetter. Annick also wrote a personal endorsement for Letter’s A Passion for Kindness and recommends it as an essential read.

If you’re looking to start reading education books from Dave Burgess Consulting, Annick recommends starting with the title that began it all: Teach Like a Pirate. Follow the author, Dave Burgess, on Twitter @BurgessDave.

Over on YouTube, Annick recommends subscribing to John Spencer. His channel is full of short, pithy, inspirational messages for educators. Few education channels offer more value! Follow the channel creator on Twitter @SpencerIdeas.

On Netflix, Annick is gaining inspiration from Heal and reliable amusement from Life in Pieces.

We sign off on this conversation, and Annick lets us know where we can see more from her online. See below for details!

See more from Annick:

Subscribe to the Teachers on Fire podcast on your mobile device.

iTunes | Google Podcasts | Spotify

Follow the Teachers on Fire podcast on social media.

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

Just Start: Get on the Track of Improvement

By settling for safety, we miss out on certain growth and learning.

Photo by NordWood Themes on Unsplash

“Fear is always triggered by creativity, because creativity asks you to enter into realms of uncertain outcome. This is nothing to be ashamed of. It is, however, something to be dealt with.” — Elizabeth Gilbert

At the outset of the new year, AJ Juliani issued a challenge to the education world: blog — or engage in blogging activities — for thirty days.

His call was a welcome one. Research has long been telling us that our students learn best when they are given the time, tools, and opportunity to reflect thoughtfully on their own learning journeys. In Leaders of Their Own Learning, Ron Berger calls this sort of metacognitive activity “writing to learn.”

The same principle applies for educators.

Writing to Learn and Learning to Write

The more we speak, write, tweet, vlog, and publish about our learning and professional practice, the more we will learn, grow, and develop as educators. And as we make our own learning visible, others benefit and grow as well.

John Hattie talks about the power of collective efficacy. Stephen Covey calls it win-win. Simply put, we’re better together.

Our professional growth isn’t just about reading and listening to the established voices in education. It’s also about sharing and contributing our own experiences.

So, as passionate educators, why don’t we participate in the global conversation more than we do?

It’s Not Really About Time

The typical response says we don’t have enough time in the week. But for most, that’s not actually the case. As Laura Vanderkam demonstrates convincingly in 168 Hours: You Have More Time Than You Think, most of us actually do have the time.

When you get right down to it, most of us aren’t hitting ‘Publish’ for one reason: fear.

We fear embarrassment. Rejection. Crickets.

We assume that our voice doesn’t matter. That no one will pay attention. Or worse yet, that we’ll be exposed as an imposter.

As Elizabeth Gilbert points out, most of us don’t publish creatively because the outcome is uncertain. There’s just no guarantee of success — whatever success means.

So we take the safe option.

The Power of Practice

But people who aren’t publishing are overlooking an absolute guarantee: improvement.

That’s right, I said it. When you create content consistently over time, your growth and improvement is guaranteed. You can’t help but get better.

In Outliers, Malcolm Gladwell makes the case that repetition is highly underrated. He tells story after story of individuals who simply put in the time on their craft to gradually become an expert in their space.

Marques Brownlee

Earlier this year, I listened to a podcast featuring YouTuber Marques Brownlee, a soft-spoken, thoughtful, and charismatic tech reviewer. He talked about how he began publishing YouTube videos back in high school simply because he loved the medium and enjoyed the process. As he describes it, his first 100 videos were viewed by audiences of around 100 people.

Today, Brownlee’s videos earn millions of views apiece. He has 7.7M subscribers.

It’s not all about growing an audience. That’s not really my point, although the size of his growing viewership does speak to the value of his work.

What I’m more interested in is those first 100 videos. Just think about the sort of headspace he was in to continue creating.

As he puts it, he created content simply because he enjoyed it. The views and reactions were secondary.

And because he stuck with it, he’s obviously eclipsed Gladwell’s 10,000 hours. He’s become a master at his craft.

The Teachers on Fire Podcast

In March of 2018, I realized a long-held dream by launching a podcast for educators, Teachers on Fire. I didn’t really know what I was doing, and I had questions about everything from applications to equipment to guests.

It took a lot of work to get started, and it definitely wasn’t easy. My sound quality was awful at the beginning, and I made a ton of unfortunate mistakes that made the process even more painful.

The interview for my very first episode took forever to complete because the recording app I was using crashed at least six times. It was a frustrating first experience.

Almost a year later, I still don’t have it all figured out. But I’m learning. I’m growing. I’m improving my craft. I’m miles and miles from where I started, and my conversations with education leaders are inspiring listeners around the world.

Consistent Content Creation is a Direct Line to Improvement

I don’t consider myself a skilled artist. But I have zero doubt in my mind that if I set aside three hours a weekend to learn and practice pencil drawing for 52 weeks, I would be a much better artist by year’s end.

Absolutely no doubt in my mind.

I’m convinced that the same holds true for any kind of creative publishing. Once we embark on the commitment of regular creation, improvement isn’t a question. It’s an absolute certainty.

And as we hone our creative skills, our contributions to the world around us become more valuable.

This is what I want my stepsons to know. My students to know. And you, fellow educator, to know.

We can lament our lack of creative skills. Or we can take action.

Just start.

Episode 74 – Susan Jachymiak

74 - Susan Jachymiak.png

Meet Our Guest

SUSAN JACHYMIAK is a 4th grade teacher in Orland Park, IL. She’s a rookie this year, and she’s clearly on fire! Follow her on Twitter @MsJachymiak and visit her blog at http://msjachymiak.weebly.com.

Rookie Year Challenges

Susan’s teacher training focused on middle school education, but her first teaching position has been at the fourth grade level. These students come with different learning and social needs than students in middle school, so it’s taken some professional growth for her to better understand the dynamics of these younger learners and meet them where they are.

#NewTeacherJourney and the Power of Twitter

As Susan started plugging into Twitter chats before her first year of teaching, she noticed a shortage of chats dedicated to rookie teachers. That led her to create the #NewTeacherJourney chat, which typically connects on Sunday evenings at 8:30 pm EST. She’s been pleased to see the number of other new teachers plugged in, connecting, and gaining encouragement and advice thanks to this hashtag.

Susan is a strong advocate of using Twitter – not only for the purposes of connecting socially with other educators, but in order to leverage the power of the platform by actively sharing and learning from what is happening in classrooms around the globe.

Passions in Education

What excites Susan about education today are the amazing opportunities that technology is allowing learners in her classroom. She uses GoFormative to facilitate exit slips as checks for understanding at the end of lessons, Prodigy to reinforce Math concepts, and Mystery Skype to reinforce critical thinking and geography skills.

Her professional goal for the rest of this year and going into next year is focused on organization, including what to collect from students, how best to arrange it, and how best to act on it. Because so much of teaching requires thinking on your feet and making quick decisions – especially during your first year – it’s been a challenge to find the systems that work most efficiently for her. Ultimately, better organization will set her up to better meet the unique needs of each of her learners.

Susan has also been fascinated by the possibilities for learning articulated by Jo Boaler in her book, Mathematical Mindsets. In the Math classroom, this helps students understand the power of “I don’t get this … YET,” seeing initial failures as merely first attempts in learning, and adopting practices of continuous revision to improve first attempts and learn toward mastery. These concepts don’t just apply to students – they apply to educators as well!

Productivity and Recharging

Susan is a list-keeper, and for that purpose her app of choice is Google Keep. Keep is where she goes to determine what still needs to get done, what is a higher priority, what needs to be added to the list, and what needs to come off. She also recharges her professional passion in Twitter chats, and she makes it a goal to participate in at least one of those per week.

Voices & Resources That Inspire Susan’s Professional Practice

On Twitter, Susan suggests following @RaeHughart. Rae shares a lot from her practice, offers great resources from the Teach Better Team, and co-hosts the Teach Better Talk podcast.

For edtech tools, Susan recommends Class Dojo as a means to build class culture and encourage collaboration toward group goals. She also points out Plickers as a fun way to quickly and efficiently collect feedback and formative assessments across the class using your mobile device.

Susan’s writing has already appeared in a published book! It’s called Chasing Greatness: 26.2 Ways Teaching Is Like Running a Marathon by Mike Roberts. Follow the author on Twitter @BaldRoberts.

Two educational podcasts that Susan is listening to are Teach Better Talk and The Pondering Education Podcast.

Over on YouTube, Susan is tuned into a channel called Pocketful of Primary, hosted by Michelle Ferré. On her show, Michelle shares all the ups, downs, and ideas from her work, and Susan gleans things of value from every episode.

On Netflix, Susan enjoys two classic series: Fuller House and Friends.

See More From Susan

Subscribe to the Teachers on Fire podcast on your mobile device.

iTunes | Google Podcasts | Spotify

Follow the Teachers on Fire podcast on social media.

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

Staying Hungry

Before I’m an educator, I’m a learner.

Photo credit: James Barker

“The best teachers I know are the ones that still see themselves as works in progress and are continually looking for new ways to improve. They are learners. They are students of their profession and calling.”

— Jarod Bormann in Professionally Driven: Empower Every Educator To Redefine PD

At 40 years old, I’m now in my 18th year of teaching at my fourth school. With memories of being the “young guy” on campus still fresh in my memory, I now wear the label of veteran.

Of course, those years of experience offer confidence and insight. 17 years removed from rookie, I have a clearer sense of my professional strengths and weaknesses.

I know a whole lot more about classroom management and student behavior. I have a firmer understanding of what optimal conditions for learning look like. My thinking around assessment and learning has evolved astronomically. I’m better at setting personal boundaries and establishing self-care practices that allow me to be better in the classroom.

But I’m keenly aware that I still have a long, LONG way to go and a whole lot more to learn.

And I love that.

There might have been a time early in my career when I envisioned the master teacher as an educator who had basically arrived. This was the teacher who held her students’ attention with hypnotic powers. Who oozed the sort of charisma that inspired incredible heights of work, creativity, and achievement. Whose timeless classroom management systems had been tweaked to a state of permanent perfection. Who drew from a bottomless well of instructional resources to locate a solution for every possible challenge. Who personally knew every inch of their content area and whose expertise was legendary.

Who never made a mistake, never failed, who never felt embarrassed or frustrated.

Today, there might be some aspects of confidence and mastery in that vision that I still strive for. But I also recognize that most of that picture of “arrival” is mere mythology.

I now see that year-over-year consistency leads to stagnancy, that comfort breeds complacency.

As I continue to grow as a professional, as I learn from my PLN, as I read Mindset by Carol Dweck or Professionally Driven by Jarod Bormann, I’m constantly reminded that we’re all — ALL OF US — on a continuous journey of growing, stretching, and learning.

Even the best among us fail, miss the mark, pick ourselves up and continue to learn.

Especially the best among us.

I took a new teaching position this year, and in some ways, a new position means going back to square one. Hitting reset.

It’s a chance to ignore my old assumptions and beliefs, to reimagine every moment, every class, every course, every subject. To critique my own practice. To push the limits of what is possible for every one of my learners.

I want to push myself into uncomfortable spaces and take bigger risks.

Because I haven’t made it. And because “making it” isn’t the goal, anyway.

“If you haven’t failed in the classroom lately, you aren’t pushing the envelope far enough. ‘Safe’ lessons are a recipe for mediocrity at best.”

— Dave Burgess in Teach Like a Pirate

I’m a student of my profession.
I’m a lifelong learner.
And the appetite for growth is real.

So I’m getting after it.
I’m seeking to stretch, risk, grow, and learn.

I’m staying hungry this year.