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7/8/2024 171. These Structures & Leadership Actions Will Improve Student Learning with Dr. Anthony MuhammadRead Now
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In this episode, Dr. Anthony Muhammad discusses his latest book, The Way Forward: PLC at Work® and the Bright Future of Education. We talk about how the PLC at Work® framework is a vital tool for educators to sustainably improve equity and his Time for Change framework, which he developed with Dr. Luis Cruz. It leverages behavioral science and leadership theory to help leaders effectively lead meaningful change in schools.
Dr. Anthony Muhammad is a best-selling author and international thought leader. He currently serves as the CEO of New Frontier 21 Consulting, providing cutting-edge professional development to schools all over the world. He served as a practitioner for nearly 20 years—as a teacher, assistant principal, and principal. He was named the Michigan Middle School Principal of the Year in 2005. Dr. Muhammad has been honored by the Global Gurus organization as one of the 30 Most Influential Educators in the world the last 4 years in a row. He is recognized as one of the field’s leading experts in the areas of school culture and Professional Learning Communities at Work® and serves as an Associate Professor of School Leadership and Culture at Academica University of Applied Sciences in Amsterdam, The Netherlands. The Big Dream Dr. Muhammad's grand vision for education is one where the unique beauty of each student is acknowledged and celebrated. He wants schools to tailor their systems to highlight and nurture each student's talents, rather than merely comparing and ranking them. “PLC Right”: 6 Titans
Impact of COVID on students and educators Teachers’ mental health is suffering. “We are in one of the greatest teacher shortages in American history…The teachers we have are, by and large, dissatisfied and depressed. We're not attracting new people to the profession and people are quitting wholesale, but yet we haven't shifted our approach…just last week there was a report in the New York Times that chronic absenteeism has more than doubled since COVID.” In 2022, teacher job satisfaction was at an all-time low at 12%. Students have been reporting increased anxiety and depression. Girls and LGBTQ+ youth seem more impacted, possibly due to their increased time spent on social media influence. About 80% of students with anxiety or depression said they could not find help at school! African American boys’ placement in Special Education increased by 20% during COVID. Action Steps Step 1: Embrace the PLC at Work® framework to align teams with a focus on student mastery of essential learning targets. Step 2: Integrate the Time for Change framework to implement leadership strategies effectively, prioritizing observation and shared learning. Step 3: Strengthen communication and trust-building to reduce resistance and enhance the adoption of common formative assessments within the PLC framework. Challenges? Resistance to change can stem from poor communication, lack of trust, and insufficient skill development. When leaders communicate effectively and build trust, defiance and capacity issues diminish. One Step to Get Started For those looking to embark on this transformative journey, Dr. Muhammad recommends ensuring a strong, democratically represented leadership team. This foundational step can set the stage for sustained growth and improvement in educational practices. Stay Connected You can find Dr. Muhammad on his website. To help you implement these lessons, Dr. Muhammad is sharing his reproducibles and study guide with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 171 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript below. Quotes:
TRANSCRIPT 00:00:00 Hi, everyone. I'm here to introduce today's guest, Doctor Anthony Muhammad, who is an author and international thought leader. He currently serves as the CEO of New Frontier 21 consulting a company dedicated to providing cutting edge professional development to schools all over the world. He served as a practitioner for nearly 20 years as a teacher. Assistant principal and principal. Doctor Mohammed is recognized as one of the field's leading experts in the areas of school culture and professional learning communities at work. Let's get to the episode, educational justice coach Lindsay Lyons, and here on the time for teacher podcast, we learn how to inspire educational innovation for racial and gender justice design curricula grounded in student voice and build capacity for shared leadership. I'm a former teacher leader turned instructional coach. I'm striving to live a life full of learning, running, baking, traveling and parenting because we can be rockstar educators and be full human beings if you're a principal assistant superintendent, curriculum director, instructional coach or teacher who enjoys nering out about core curriculum of students. 00:01:07 I made this show for you. Here we go. Doctor Anthony Mohammed. Welcome to the time for Teachers podcast. Thank you. Thank you for having me. I'm really honored to be here and I, I appreciate you provide this platform you to share some of my thoughts with your listeners. Yeah, I'm really excited particularly because I just read the way Forward, which is a recent book that you wrote. And it is wonderful. I have so many questions about it, but I wanna start off the show with the first question I asked all the guests which is in line with freedom dreaming. Doctor Bettina Love describes it beautifully as dreams grounded in the critique of injustice, which I love. Um What is your big dream for the field of education is that we could truly appreciate the beauty of each individual human being and schools, public schools are rather rather recent experience. Um There's always been schools but one of the uh uh old adages is that you never educate the poor. So people have been restricted from getting their gifts and talents, talents cultivated based upon income or gender or race or language or ethnicity. 00:02:19 And public schooling was a very progressive step in breaking down those barriers. But yet as we know, just because you break down barriers legally, doesn't mean it breaks down people's hearts. And by law, every child in America has a right to attend school. But as we know, their experiences tend to differ based upon who they are, where they lived, uh how much money their parents have in the bank or the color of their skin. My dream is is that we would really see the beauty of each individual and make our institutions uh calibrate them around bringing that out with comparing them and ranking them and uh being vitriolic because a student doesn't do we expect them to do. We got one life and school can help make that life more pleasant if we if if we change our para diet, I love that response. Thank you. Thank you so much for sharing that. I what a beautiful opening to this conversation. 00:03:24Edit I think one of the things um that I really love about your book is that you several things I love. One is that you use this idea of like the PLTO work framework to ground what's happening currently and what has been happening since the pandemic to highlight exactly what you just said and how it's just not been happening, not just historically, but like the pandemic was this beautiful opportunity to do things different and you know, how have we actually done things differently? Right? So, I mean, I think one thing that I want, I, I think maybe to start with is for folks who maybe are unfamiliar with the PLC at work process. Do you mind just giving us a brief overview, maybe like the the critical tenants or something of just what's that framework? And then we can dive into kind of the the specifics of your book? Absolutely. I wanna give you a view. It's kind of a little um history lesson because my mentors Rick Defoe and Robert Acre, while the architects of the PLC at work process did not invent the concept of PLC. Uh the concept actually had its birth with the research of Peter Singe and the book, The Fifth Discipline in the concept of learning organizations. 00:04:36Edit And then Thomas Ser Giovanni, who uh was an education professor was not enamored with the concept of organization. He said that that's too corporate. It's a little bit too cold and its schools are, are much more moral. And he coined the phrase learning community and Shirley H and Milby mclaughlin who are both education professors uh felt that it's nice to have a group of professionals learn together, but the whole focus is to improve professional practice. They, they coined the phrase professional learning communities. Rick Dafoe and Robert Acre took that foundation to the next level in 1998 when they wrote a book called professional learning communities at work. When they asked if you have a group of professionals who are learning and working and growing together, what would their work look like if they were doing it at an optimal level? And that's where the PLC at work process came in and they framed the work of the collaborative organization around six, what we call our six types, we call them, we call A PLC, right? 00:05:45Edit They would make a decision that learning would be the focus of the organization. We focus on the development of every child and we do it together as opposed to separate tight or tenant. Number two would be in order to do that, every member of the system will need to be a part of a strong collaborative team, whether it's an administrative team or a team of teachers or counselors who focus on their component of student learning. All those teams do type number three is that they would clarify down to a granular level, what every student would need to learn. So if we're on an algebra team, Lindsay and we're trying to improve our student position in al in algebra, what would that proficiency looked like in unit one for every job Marzano would call it a guaranteed and viable curriculum. The fourth tenant would be once that's been determined, then that team would frequently develop formative assessments, common formative assessments to gather evidence on students progress, to inform individual and collective practice and to move to the fifth tenant use that evidence to figure out who needs extra time and assistance to meet those guaranteed targets, who would be ready for enrichment or extension. 00:07:05Edit And then finally, we would agree that we would trust the evidence from this process to improve individual and collective practice. And that's PLC at work in a nutshell. It's not just meeting and talking about random pro professional topics. It would be a very specific set of work the teams would engage in and an institution would engage in that's focused on mastery and uh uh uh uh uh essential learning targets for every student that's determined by the collaborative team. Does PLC work in a few minutes? I love, wow, that was really distilled. It was beautiful and I loved you in the book, how you distinguish PLC right from PLC Light. And I specifically love that you name like if PLC Light is implementing only what doesn't make them uncomfortable, right? So this idea of discomfort as necessary for like true equity and truly centering and seeing like what are we doing and what can we do differently? And what does that impact on Children is so amazing? 00:08:09Edit Like I just, I really like how you frame that. And I love how the PL C at work process really gets down to like what is it actually that we are doing and how do we keep student learning in mind? Like the curriculum is very tied to the PLC. We're, we're unpacking the data of the student learning. We are unpacking all this stuff and it's not some like, yeah, Fluffy, let's all like get together and talk about a topic. Yes. Yes. And and that will be more what we consider a critical friends group, which isn't bad. It just doesn't have the same evidence from research and the impact of student learning. There's nothing wrong with teachers getting together and discussing topics of practice. But if you're really interested in improving student learning, it wouldn't be random, it would be intentional. I love that. And, and so I'm gonna shift now because I'm wondering uh about the research that you did in terms of the impact on students and educators that COVID had. There were so many things in here that I found fascinating and I mean, you even took, you know, like how these effect sizes when schools are closed. 00:09:15Edit Research, you talked about teacher satisfaction, you talked about the impact on students mental health. I mean, all sorts of things. What was most interesting to you most surprising to you as you were doing that research, that chapter was the most emotional work for me because you could sense it just from observation that things were different to dive into the evidence and the research on how basically pausing society for two years with uncertainty with fear with um even the battle of ideologies that emerge politically. Um and then telling people to leave the cave after two years of hibernation and saying ready set go and then wondering why people aren't as enthusiastic or as engaged. But one of the things that really intrigued me, um there's several things on educators was our history of not acknowledging our own mental health and how COVID made us uh in a way start to acknowledge it. 00:10:25Edit But there was a recent uh education week uh poll done on uh buzzwords in education that, that educators find unpleasant. Unfortunately, in that list of the top 10 self care was one of them that I don't want us to become so altruistic that we forget that we matter. Um If the teacher is stressed out, if the teacher is anxious or depressed, then what impact do you expect that person to have on Children or also anxious and depressed and stressed out? And what really bothered me is a lack of our top leadership at the state, the federal, at the district levels, their willingness to acknowledge that there's nothing wrong with taking a step back and thinking about how our institution, what it's doing to the mental health of our educators and to our Children. It's ok to pause for a minute and recalibrate for a better future. As opposed to we gotta catch up learning loss. 00:11:29Edit We need more time we need after school and you're just taking depression and anxiety and you're just enhancing it as opposed to addressing sometimes Lindsay, I feel sometimes lonely because I feel like I'm screaming in the wilderness to people. Things that seem like common sense. It, it is just not registered. I see teachers being pushed over the edge and we are in one of the greatest teacher shortages in American history. The data screaming at us, the teachers we have are by and large dissatisfied and depressed. We're not attracting new people to the profession and people are quitting wholesale. But yet we haven't shifted our approach. I was also taken by, um, the impact that it has had on Children, uh particularly insists it in long term virtual. And the, and the, the real gaps that have developed, uh just last week, there was a report on the New York Times that uh chronic absenteeism has more than doubled since COVID. 00:12:39Edit So kids are becoming more school phobic for two years. They were on a computer and sometimes they logged in and sometimes they did, sometimes they found the lessons engaging, sometimes they didn't and to see that that impact was greater in, in a negative sense for kids of poverty who we didn't think about. If there are five Children, are there five laptops now, are there five quiet places for them to engage? Is the bandwidth adequate for them to stay engaged? What are the distractions that are happening at home? Are they facing homelessness? And then you add that on top of that? Something that really hurt my heart was that for kids of poverty, the the the gaps were larger and their anxiety and depression. And for LGBT Q students who had to witness on the, the news, these adult debates about whether they even exist or deserve to be acknowledged. 00:13:42Edit So that chapter was it, it was emotionally, it took an emotional toll on me um to write it, synthesize it and then publish it. I'm sure it was emotional even just to read. I mean, yeah, that, that I had written down that exact thing as well. Just the increase anxiety and depression around girls in LGBT Q plus youth were impacted possibly with a social media like mediator influence. I, I thought that was fascinating. Right? Because it is, it's the news, it's also the, the um conversation that are happening with their peers that we like, usually don't touch in education. Right? Um That, that black boys were placed in special education at an increased rate of 20%. I mean, just like mind blowing things where we're just doing things worse, like things are happening worse. Like we were not pausing, like you said, and recalibrating and it's so necessary. I think that, I think the 12% was the teacher job satisfaction rate. That, that was reported. I mean, that's a single digits. 00:14:46Edit Like, but there's a problem now it did go up to 20%. Ok. Oh, not only 80% of teachers hate their job. So. Oh, that's rough. Yeah. Oh, my goodness. And so as we think about, you know, the all of the pieces, there's, there's so many things right that I think we, we can do, we can look at, we can, you know, almost be so immersed in, in all of this negative data stuff that it can feel maybe overwhelming at times of like, how do we address everything? Um, how do you see the appeal the at work framework? Really being an anchor for addressing a lot of the things that, that the research uncovered here. Hi, this is Leah popping in to share this episode's Freebie, a set of reproducible and a study guide at the solution tree. You can find it at the blog post for this episode, www dot Lindsay, Beth lions.com/one 71. Now, back to the word here. It, it puts the main thing as the main thing and we can avoid the external distractions and the self inflicted wounds, the external distractions. 00:15:57Edit I like to appeal to uh lawmakers and decision makers. I mean, how much research do you need to see that test based student accountability and comparison of schools and districts has been a miserable failure. Stop for two years. We didn't do it and nobody died. Nobody, you know, it, it schools didn't like explode because they didn't take all these standardized tests and there's nothing wrong with test based feedback. The government does have a right to gather evidence on how the citizens are doing. But would it make sense if they did that with fire departments or, or, or, or police departments and gave them letter grades? Wouldn't you want every fire department to be great when you want every police department to be great? Um The evidence is really clear. It's just a new form of Jim Crow. It's taking these ideas and covering them under the idea of school quality and it's debilitating certain systems and it's making cer some systems think that they're performing better than they really are. 00:17:03Edit So it helped her schools on all parts of the spectrum, student learning and the actual acquisition of knowledge and skills is what I'm asking the Federal state and local governments to focus. I'm asking us to get back to a foundation of, of how do we improve teacher quality future performance through collaborative teams that were not competing with each other. There's these really serious skills and, and, and, and knowledge that kids have to have to have to have to ascertain or again, how do we work together to get there? And I can learn from you, you can learn from me and we'll say talking about field day or hat policy or after school program for another team, but give teachers time and space to work on student learning, make the main thing the main thing and allow them to work as a real team and utilize one another, especially since we have so many alternatively certified folks going into the profession, we have to accelerate their growth because they're coming in at a deficit. 00:18:15Edit Wouldn't it be smart for them to be on a strong collaborative team as opposed to trying to figure it out by themselves and an administrator walking in with a walkthrough protocol and telling them how bad they are, they don't have any direction on how to get better. The evidence is just so crystal clear that it, it gets frustrating. Um When people can't see the writing on the wall, student by student skill, by skill, collaborative teams, time resources and support to get the job done. Yes. Oh my gosh. I, I love all of this and I think a lot of leaders listen to this podcast. And so I think that that structural piece of just where do we have that time built into teacher school day? How do we get teachers in each other's rooms to see how things are happening? And oh, I have that student in my class too. Wow, they're really engaging in your class. How is that happening? What are you doing? I think there's, there's so much that um we can do structurally that really enables teachers to thrive trust teachers that they, they have the motivation to thrive and and really increases that job satisfaction which you know, is going to make them want to keep going. 00:19:22Edit And even if we are struggling, give them support to help them grow to meet it, it doesn't have to be punitive or uh negative that if you give an assessment and most of the kids struggle, what can, what can, what can I do to help you to help them get there? So the trust is mutual between the leadership and the teachers, but their focus collectively is on students. I love that. I love that specific example of, you know, every kid fails the assessment, right? There's so many that's such a learning opportunity there's so many things that we can dig into. Maybe the assessment was flawed, right? Maybe, maybe we, we give them different ways to demonstrate they're learning. Maybe we go back and have it be more student centered and try this pedagogy, right? Like I, I love seeing that as a learning opportunity and not a failure of this teacher shouldn't be teaching or something. Right? Because I asked leaders of those are listing, who are you gonna replace her with? Nobody's going into teaching you, you're better off cultivating the ones you have. Instead of trying to separate capable from, from, from incapable, help, help them develop and grow and they'll stay, they'll be satisfied, they'll get the intrinsic satisfaction of seeing students develop and just create a much more pleasant system in a much more pleasant environment. 00:20:42Edit Absolutely. And I, and I think now that we're thinking structurally as well, I wanted you to share if you could a little bit about the time for change framework that you developed with Louis Cruz. And I, I just, there's so much I love about this. It really speaks to my heart. There's a ton of like surveys and rubrics and a bunch of stuff in the appendix that is so usable, like user friendly, ready to go. People can pick up this book and just use something tomorrow which I really love. And I also love, I think at the very beginning of, of you introducing it in this book you talked about how, um, reason Ager I think, found that change can happen in 100 days. We don't need to wait for like the 3 to 5 years that we often say. Right, let's go now. And I love that so much. It's really a nice call to action. Like we don't need to, um, uh Paul Gorski calls it something like pacing for something like comfort or something. And it's right. we don't need to slow this down because we're uncomfortable with like getting things moving, we can get things moving. Well, the last chapter of the book really is a call to action. 00:21:45Edit And the first thing that I recommend that people do and we've been saying this for years is to put together a leadership team. Some called it an instructional leadership team. We called it a guiding coalition. I don't care what you call it, but to have a team whose focus is to support teacher teams in the full implementation of the PLC at work process. And I I add in the book rubrics, each one of the six essential PLC elements for the leadership team to do an analysis of where they are as an institution as it pertains from as it, as it as we go from novice to exemplar ever. You find that you need to greatly improve, let's say it's formative assessment. They have good teams, they do a pretty good job on guaranteed and viable. But as you analyze the rubric, you find that your teachers are really reluctant about collectively developing assessments to use the evidence formative as a fear of comparison or whatever. 00:22:48Edit So there's a survey that's so you can gather that information from it and I include as a decision making framework. Uh something that Doctor Louise Cruz and I developed from a book called Time For Change, which is really rooted in behavioral science. And the premise is all human beings love improvement. We don't necessarily love change. This change is inconvenient. It's uncomfortable. So, but people tend to engage if they're given the right equipment and some of the things that make people reluctant to engage, we break them down from more of a anthropological perspective. We start with a meeting of the minds. So teachers are not engaged in common point of assessments. Maybe they don't understand why it's so important. Maybe there wasn't an intellectual discourse that they might think is just an imposition of power or authority. Maybe they don't understand the research around the power of common assessments. Maybe they don't understand um what the the the benefit instruction that the communist essence can bring. 00:23:57Edit So maybe it's poor communication. So maybe we need to show it up there. Others it could be emotion, they get it but there's fear. But will the results be weaponized? Will I get a bad evaluation of Lindsay's kids do better than mine? So it could be trust. It couldn't be it might not be intellectual at all. Maybe they don't trust how we're going to use this evidence and there's a sense of fear. So the second thing that, that we, we place is that if, if you've already communicated properly and there's not a misunderstanding, maybe there's an emotion gap, we call it a meeting of the heart and that's building trust. If they get it, they trust, maybe their apprehension is they don't know how to do that. It could be a real skill deficit. Maybe they don't know how to write a good assessment. Maybe they don't know what to do with the data uh in our framework. That's the easiest or the most straightforward of the breaches. It's just a, I just don't know how to do it. And the premise is that people know better than they'll do better. So maybe the t the leadership team looks at it and says, maybe these teachers just need more training on how to develop a common assessment, how to use the data, how to, how to help the students reflect on their own mistakes. 00:25:18Edit If you do those three things, our evidence is shown you've covered the vast majority of the reasons people resist change. But then there's this last level which is just defiance, they understand they trust, they know how to do it, but they've drawn a line in the sand and they've said you can't make me. So the last tool in our framework is accountability. Now, the best part, accountability is peer pressure if you develop strong teams and I'm the outlier and we're on a team, Lindsay and the other three team members saying come on, Anthony, we really need you on board. So creating a, a culture of peer pressure can be improved at the team level. But there's that last level of accountability if the team has tried everything they know. But Anthony's just being a jerk for lack of a better term. Somebody on that team, primarily an administrator, if you've tried the all the other stages has to go to Anthony because he's holding up the team's progress. 00:26:26Edit And they have to say at this point, Anthony, you know why it's necessary trust is not an issue, you know how to do it, the rest of your team is doing what's wrong with this picture at this point. I'm not asking you, I'm demanding and I'm gonna use my authority to push you into better practice. Not because I hate you. I'm trying to be malicious that your kids can't wait another day for you to somehow intrinsically uh you know, have this epiphany and to join and you're gonna get my full attention until you do. So we produce in the book um a framework that leadership teams can use as they're looking at the continuum of implementing fully all six of those PLC types and using the time for change framework that where there's a breach we can act with better communication or is it a trust gap is a capacity or people just being stubborn and you're gonna catch everybody with one or more of those four? 00:27:37Edit I love that. It almost makes my next question obsolete. I wonder if there's, it's worth that thing. But I, I was wondering about the biggest challenge that you see, I don't know if they fall maybe into one of those categories, but the biggest challenge you see in terms of implementing this authentically, like fully, you know, the PLC at work framework and, and just really thinking about the time for change framework as well from a leader lens. Well, doctor Cruise line in time for change, we found that about 90% this comes from the transforming school culture, book and study. Um but 90% is wrapped up in poor communication and lack of trust, uh lack of capacity and just stubborn resistance happen a lot less frequently, but they do happen. So a leadership team should focus a lot of their change uh energy around really, really strong communication and building trust with their family. And if those two are solid, those other two breaches because they're less frequent. 00:28:45Edit That is huge. I think, I, I mean, I that's really big. Number 90% is shocking to me. And I think that's going to be really heartening for a lot of leaders to think. Well, that's a lot fewer battles that I have to like, prepare for, I just need to communicate better. And that's something that I can have a little bit of control over. Right? Like I can prepare to do this and that must be freeing for people listening. So that's exciting. And if you do, if you communicate, you build trust. And we've seen situations where uh defiance just was non-existent our capacity. That is more concrete. I either I know how to unpack a standard or I don't in that situation. Um But we found that that happens a lot less frequently than people who develop bad attitudes and dispositions because of misunderstanding or mistrust. That's incredible. I think. So we've talked about a lot of things and your book covers a lot of things. One of the things that I, I like to offer our listeners at the end is just the question of, you know, if there's one thing that someone could do tomorrow. 00:29:54Edit So there these ideas are kind of swimming around in their heads and they're thinking this, this is a lot of stuff that maybe I need to take in digest, think about implement what's like the one thing I can do to get started tomorrow, that'll put me on the the right path to do all this stuff. Make sure you have a strong democratically uh represent democratic representation on your leadership. Make sure you have representative democracy at every grade level. The department has a representative leadership and start to collaborate model for your teachers. What good collaboration looks like around student work. I would recommend you get uh the book the way forward and read it as a book study and do some self analysis. So you can get very specific on the work that your school needs to get done because your school's needs may be different than the school. Around the corner school around the corner may be different in a school in another district. But the PLC at work framework is concrete enough. If you do that self analysis, you can tighten it up and make sure that you have evidence in all six of those critical areas. 00:31:06Edit So that would be my recommendation. Um We've rarely found the school improve at scale that, that, that they don't have strong leadership teams. Now, when you have a charismatic leader who um is kind of that superhero, you'll get results for a while until that person leaves. You want sustained leadership, you want sustained growth. It needs to be a collective effort. So district office quit looking for the miracle principles. The uh lean on me, the stand and deliver uh the freedom writers just go work together as a team. You don't need a superhero in leadership. You just need a leader that's humble enough to know that he or she can't do it by themselves. I love that a lot of my research and work is in shared leadership inclusive of students as well. So I'm just thinking about the representation on the leadership team too, of people who aren't even educators but, but the Children that we were there for. Right. So I think that's, that's a wonderful idea to be able to, to start there and that's something that you could reflect on tomorrow and, and get, get to work on tomorrow. 00:32:20Edit Beautiful. Um I, I'm wondering one of the questions I asked for fun at the end usually is just, you know, what's something that you've been either learning about or working on lately? Is there anything new in the works for you or something you're curious about? I'm learning how to relax. Um I'm, I'm a Taipei personality. I have two books that are already done. Another two more than I'm doing at its home. And I'm gonna take some time to just sit back and enjoy my life's labor and enjoy family. And really, it, it's one thing to advocate for the benefit of other people, but it's seems harder to advocate for my own leisure and benefit and I'm learning to be more balanced. So uh I've never read for pleasure. I've always read for information. Uh uh informational text is my thing, but I'm learning to get more into narrative text and fictional and just kind of lose myself and take walks on the beach. 00:33:28Edit And so that's, that's my new thing. II, I want a more balanced life. Hm. That's incredible. And I think a lot of leaders need to hear that because they're probably in similar positions to you and, and need that reminder. So I love that you're offering that. Thank you. And, and the last thing is people are gonna, I, if they're already probably following you, but people are gonna want to follow the work that you're doing. Connect with you. Um see what conferences you're speaking at all, the things, what's the best place online to follow the work you're doing for social media. Uh Facebook, I have a page under Doctor Anthony Mohammed and I have a Twitter or X whatever they call them these days. I don't use it as often, but that's at New Frontier 21. And I'm pretty active on linkedin if you want resources, books, conferences, Solutions read.com is the best place you just put in my name. I'll show you all of the PLC institutes. I'm speaking at. It has links to all of my books and resources and streaming videos and DVD s and uh so that's the best place for resources. 00:34:33Edit Get access to me. Social media is the best and my website is being revamped. Um That's New Frontier 20 one.com. It won't be up for again for another month, but check on that in another month and that'll be a clearing house for all of those. Awesome. I think by the time this airs that should be up and running and so we'll link to all that stuff in the show notes. And the blog post for the episode. Doctor Mohammad. Thank you so much for your time today. This is an absolute joy. Thank you. I appreciate you having me and you were, you were a great interview. So thank you. Thank you. If you like this episode, I bet you'll be just as jazz as I am about my coaching program for increasing student led discussions in your school, Shane, Sair and Jamila Dugan, talk about a pedagogy of student voice in their book Street Data. They say students should be talking for 75% of class time. Do students in your school talk for 75% of each class period. I would love for you to walk into any classroom in your community and see this in action. If you're smiling yourself as you listen to right now, grab 20 minutes on my calendar to brainstorm. How I can help you make this big dream a reality. I'll help you build a comprehensive plan from full day trainings and discussion protocols like circle and Socratic seminar to follow up classroom visits where I can plan witness and debrief discussion based lessons with your teachers. 00:35:43Edit Sign up for a nerdy no strings attached to brainstorm. Call at Lindsay, Beth lions.com/contact. Until next time, leaders think big act brave and be your best self. This podcast is a proud member of the Teach better podcast network better today, better tomorrow and the podcast to get you there, explore more podcasts at, teach better.com/podcasts. And we'll see you at the next episode.
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AuthorLindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership. Archives
August 2024
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