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In this episode, we continue to talk about the PLC at Work® framework with Dr. Chad Dumas! He discusses the importance of asset-mindedness, time constraints and the development of refined collaboration skills in teacher teams.
Dr. Chad Dumas is a Solution Tree PLC at Work®, Assessment, and Priority Schools associate and international consultant, presenter, and award-winning researcher whose primary focus is collaborating to develop capacity for continuous improvement. With a quarter century of successful leadership experience, Chad has led significant improvements for both students and staff. He shares his research and knowledge in his books, Let’s Put the C in PLC: An Action Guide to Put the C in PLC, and upcoming Teacher Team Leader Handbook, and consulting that includes research, stories, hands-on tools, useful knowledge, and practical skills. The Big Dream People see the inherent 'gems' in others, moving away from deficit perspectives to nurturing humanity's potential. He envisions a world where educators can identify and cultivate the qualities in people that may be hidden, leveraging education as the key to unlocking these treasures. Mindset Shifts Required Foster an asset-minded culture. Example: Instead of starting an IEP meeting with all of the problems that the child has, everyone shares characteristics or attributes or virtues that the student manifests. Action Steps Step 1: Begin by developing rapport with others, matching their physical behavior and intonation to build relationships effectively. Step 2: Align team focus and actions through shared agendas and strategies that maintain rapport, like the "third point" and collective note-taking. Step 3: Learn and apply effective collaboration techniques, ensuring that meetings focus on impactful practices that drive student improvement. Challenges? Finding time for collaboration: This is about prioritization. It has to be a priority. Learn from others and make it happen. Collaboration skills. Help teams learn how to collaborate well. One Step to Get Started See in others what they don't yet see in themselves…and get Dr. Dumas’s book! Stay Connected You can find Dr. Chad Dumas on the following platforms: To help you implement the lessons from today, Dr. Dumas is sharing his page of free resources with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 174 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 0:00:03 - Lindsay Lyons Dr Shad Dumas, welcome to the Time for Teachership podcast. 0:00:07 - Dr. Chad Dumas Thank you so very much for having me. 0:00:09 - Lindsay Lyons I'm really excited. I've already enjoyed all of the conversations like pre-hitting record that we've been having, so I'm excited to dive in and I think one of the things I like to frame the episode with beyond the very traditional bio that is, you know, sometimes feels like in 60 characters or 60 words or whatever, it's very limited in terms of who we are Is there anything that you want listeners to be aware of beyond that formal bio or to keep in mind as we jump in today? 0:00:36 - Dr. Chad Dumas Well, I suppose. Well, first of all, thank you for having me. It's been a mutual admiration in the few minutes that we've been able to talk and I'm so blessed to be able to join you and engage with your listeners a little bit today. In terms of what people might want to know about me other than the typical bio is I'm an educator first. Right. I was a classroom teacher, professional developer. Classroom teacher, professional developer. Even when I was a principal and went on to the really dark side of central office administration, I was still. I still considered myself an educator first and foremost. Right. And still to this day now, as a consultant working with designated leaders, teacher leaders, classroom teachers, the whole gamut of folks. Right, my focus is on building capacity and helping to draw out from people talent and skills that maybe they don't even know exists themselves. 0:01:34 - Lindsay Lyons I love that phrase building capacity. I think that'll be a good one to thread through the conversation. I think there's so much richness about building capacity in your book where you actually have ideas that are concrete, tangible reflective pieces for leaders. I'm getting a little ahead of myself here, but I think there's there's so much in there that is a testament to exactly that and how you help coach people to do that. So thank you. 0:01:58 - Dr. Chad Dumas Yeah, yeah, yeah, yeah, absolutely yeah. Building capacity is this fascinating thing because it's a. It's a term that's been thrown around I don't know a quarter of a century, maybe more. I think about Linda Lambert's work, right, I think 1999 was her first foray into building capacity, and since then people just like it seems like we use that term without a clear understanding of what it means, and so that's been a point of reflection for me. Recently is okay. So what does this mean to really build capacity in folks? 0:02:29 - Lindsay Lyons Yeah, and I feel like we'll get into that a little bit today. Is there anything that you want to kind of share at this point? In the conversation to kind of tease for people what that looks like. 0:02:39 - Dr. Chad Dumas Yeah, kind of like as a hook. So my thinking has really gone along the lines of two different areas in building capacity. And many times when we think of building capacity, when we're clear about it, we think about what people need to do, like we build the capacity in doing X, y and Z, and that is important. Correlated with that, or on a similar, you know, parallel path, is also helping people to understand why we're doing that what and not telling them why, but helping them to craft their own why through reflective practice, through connection to their past experiences, to connection to actual practice and then reflection on that practice. So that's kind of where my mind has gone with building capacity is is not just the what which we think about right away, but the why we do what we do. 0:03:34 - Lindsay Lyons That is so good Cause when we get to thinking about like buy-in versus co-creation ownership right Like oh yes, so many things and we'll, I think, we'll we'll talk a bit about, like those action steps, the what as well as the why, today. But I think I want to take a step back first and think about, you know that, the big idea I often quote Dr Bettina Love at the start of these episodes. You know she describes freedom dreaming as dreams grounded in the critique of injustice, which is poetic, beautiful, powerful. And I'm wondering, with that in mind, like what is that big dream for you that you hold for the field? 0:04:11 - Dr. Chad Dumas Yeah, yeah, yeah. So, just like that quote really resonates with you and I love that I have not heard it before, so I appreciate you raising that for me. You know, dreams grounded in the critique of injustice. One of the quotes that really has resonated with me throughout my career is a quote that comes from the 19th century, so about 200 years ago, right from the founder of the Baha'i faith, and he says that he says to regard man as a mine rich in gems of inestimable value, man and you know we're talking 1900s, right? So human beings, right as a mine, like you know, like a gold mine or whatever. And he says that as a mine in in um, rich in gems of inestimable value, right, I mean. I mean I think about the, I think about my kids and and colleagues, and imagine, you know, the rubies and the diamonds and the pearls and all of these inestimable value gems. And then, and then Baha'u'llah goes on and he says education alone can cause it to reveal the treasures and enable mankind to benefit therefrom. So, you know, so each person has all these gems and only through education can we reveal those gems and then allow them to be put to service right, to make humanity better make the world a better place. So, in terms of that question, you know what's the big dream that you hold for education. My dream is that we're able to achieve that right To see each other and the children in front of us not from a deficit standpoint but from an asset. You know what are those gems and how do we go about uncovering them, and then how do we help those individuals put those to the benefit of humanity. 0:06:08 - Lindsay Lyons I love that and I think a huge piece of that being asset-minded right is thinking about that mindset shift for some folks right, we often identify challenges. How do we fix it in education? Can you speak a little bit more to that kind of shift and its importance in leading education spaces? 0:06:24 - Dr. Chad Dumas Oh man, it's huge. I remember I think I was a central office administrator at the time in Hastings, nebraska, and sharing with I'm pretty sure that's where I was. It may have been before that, when I was a principal, but I'm pretty sure it was when I was a central office sharing with colleagues the I don't remember what the exact strategy was called, but it's like a bullseye and every person in the room got a bullseye right, so it's got these many layers and the task was to write in the bullseye each level of the bullseye, characteristics or attributes or virtues that this one particular person manifest. And after this, then it was used in different places and I remember in an IEP meeting, instead of starting with all of the problems that the child has, they started with this and parents, and so they started with silence. Everybody got a bullseye and everybody in the room teacher, administrator, para, a parent I don't think students were in the room for this particular meeting, but they started with that and it completely shifted the way in which those conversations then flowed after that. Right Cause, then we were thinking from an asset based as opposed to your child can't read, they're only reading at this level, they're only computing at this level Right. Instead it was all asset based and genuine, like it wasn't sometimes. Sometimes we've been in IEP meetings where you can feel it going downhill quick and then somebody needs to throw a token praise comment in right. And it doesn't help, right. It's like, okay, yeah, thank you, token appreciation. Let's be genuine and authentic and, from the get-go, drawing out those great assets, those gems of inestimable value. 0:08:27 - Lindsay Lyons Oh, that's so good. And I love that example of the IEP meeting. I mean people could do that tomorrow, right, listening to this episode, like that's great, right, yep, yep, I love it. And I'm thinking too about this idea of building capacity and how a lot of times I'm just thinking about if there was a student in that meeting, for example, and being able to practice identifying their own strengths right, or even any of the stakeholders in the room like being able to routinely build that skill of identifying strengths pretty easily or quickly, because if we're not used to it, I imagine it could be hard. I think there's a tie there to that sense of building capacity, and so I kind of want to like use that as our segue to think about what are those action steps that a leader can take to build capacity, to lead in that way, to focus on assets, and I know that you list from your dissertation, I think, your 10 elements of principled knowledge. So I don't know if this is a space for that as well, but I just love to say, listening to this, buy it into the dream. People are eager to get something moving in their systems, in their buildings, like where do, where do they go? What's kind of the, the roadmap for them? 0:09:33 - Dr. Chad Dumas Yeah, yeah, yeah, yeah. So I think the the the biggest thing is our own selves, right, you know, looking in the mirror, I don't remember who said it, but there was a particular quote that says something like our greatest fear isn't that we can't achieve something, the greatest fear is that we have all the power in the world to achieve it and yet we fail to marshal our own efforts to make it happen. Right? So, thinking about, and that starts with each of us, right, with each of us and within each of us, by being reflective about our own practices, by being intentional about our own practices. And so you mentioned, like you know, those 10 elements of what it takes to build a collaborative culture. From my dissertation, and then book, let's put the CMPLC. From my dissertation, and then book, let's put the C and PLC. And my mind goes directly to the first element which, by the way, they're not in any particular order. Like the research doesn't say start here and then go here. I put them in that order and I didn't put them in a particular order other than the first one and the last one. Those two were the first one is charismatic leader isn't, isn't necessary for long-term success, right, it's about relationships, relationships, relationships. And then the 10th one I put in that place because it's about okay. So how do you lead change After all of this? Now, what Leading change? So those two are I put in that space. Everything else just happened to fall where it is space, everything else just happened to fall where it is. So the first one of building relationships many times we think that we're really good at building relationships and maybe we're not as good as what we think we are, and so I share some specific skills and practices that maybe are helpful with that right, and so I refer to them as the three plus one, although I should have called them the one plus three, because really the one comes before the three and the one is developing skills and behaviors and really an attitude of getting into developing rapport with others, and so, again, that's, you know, people talk about. Well, I have rapport, what do you right, like? And so rapport manifests itself in our physical behavior, right. So when we're in rapport with each other, our behavior starts to mirror each other, not mimic, but mirror, right. So like you move your head, I move my head, you mirror right. So, like you move your head, I move my head. You know, I move my hands, you move your hands right, and there's, like these physical manifestations that people don't even realize when you're not in rapport. It's very obvious. And so the challenge is, especially with people that you don't have good relationship with, is to get into rapport with them so that then you can then start to build those relationships right. And so if I'm with someone who so, for instance, if you see me, my head tends to move a lot when I engage with folks, right, because I tend to have a pretty approachable voice and approachable sense to me, right, so that means my head moves a lot. So when I'm with people who don't move their heads a lot and they're very formal in their movements, I need to match that right, I need to mirror that, to get into rapport, and so that then enables them the three skills but that's the foundational like developing with rapport with people, paying attention to their intonation, to their body language and their gestures. 0:13:16 - Lindsay Lyons That's so good, and I think one of the things that I absolutely loved was that grounding in relationships in your book, and I saw it come up and the three plus one. Actually I I think I in my notes anyways this is probably not how it's organized, but in my notes was um, connected also to the section on teams and dialogue, which I love, that linkage of I mean you quoted fairy, which I also love with like dialogue, it's the act of creation, I mean lots of cool stuff in there. But I I was thinking about that too from a perspective of like plcs and teams and the uh power of being in real relationship with people in a team, and how high functioning teams are, like rocking, and and then the dysfunction of a team that's not in relationship with one another could just totally kind of scuttle everything. And I I'm wondering if there's either a story that you wanted to share or like a something to be aware of or mindful of or watchful of as a leader, as you're kind of creating these teams or nurturing the team's relationships, because I think that's a really tough thing to do. 0:14:22 - Dr. Chad Dumas well, yeah, yeah, yeah, absolutely yeah, and I think what you're getting at is one-on-one. It's easier to do, right? I can get into rapport with you and I can pay attention to your movements and work really hard to match and mirror, not mimic Again. People don't, you know that ticks people off, but if I'm doing it well, nobody will notice that I'm getting into rapport with you, which then will enable us to then move forward in a productive conversation. Now, in a group it's a little bit different, right, because how can I, if I'm with six people, how can I get into rapport with five different people who have five different sense of body? You know hand gestures or intonation, and so, as a leader, you tend to be more with groups of people, right, when you're leading meetings and such, and so I'm really glad you asked this, because it's actually one of the first things I addressed in my next book that'll be coming out, I think, end of August, early September, and it's Solution Tree is publishing it and I'm really excited about it. I think it's I'm hopeful that it will have a significant impact on the field. It's called the Teacher Team Leader Handbook, so it's really focused on teacher team leaders, and then the subtitle is Simple Habits to Transform Collaboration in a PLC at Work, and one of the skills that I share in that book very early on is that of developing group rapport. Like, how do you develop group rapport, if I can call them? Colleagues Michael Grinder and Kendall Zoller really go after this and have figured out that synchronicity is really the key to group rapport. And so, as a leader, if you don't have synchronicity in a group and so synchronicity means like we're all looking at the same direction or we're all breathing from the same location, like that's really important to pay attention to. We need to do something to develop synchronicity. And so many times you walk into a meeting and you'll see one person's on their computer, one person's on a phone, one person's taking notes, one person's you know like like we're not in sync. And so it's really important early on in a meeting to develop synchronicity, and so that can happen a number of different ways. And basically synchronicity means we're all doing the same thing at the same time. That's it right. We're just doing the same thing at the same time. So what does that? That could look like we project the agenda on a screen and I say, if I'm the leader of the meeting, hey, hey, friends, glad to see you all this afternoon looking as brilliant as always. Really glad to have you all here. Let's take a look at the agenda that's posted on the screen and together let's identify which out of these elements of here are you most interested in today. And what you can see on the screen is I turned my head and looked at the agenda, I paused and I stopped talking, which felt probably awkward to your listeners and will feel very awkward to you as well. But what that does is, first of all, my people's eyes tend to follow each other's eyes, right? If you're having a conversation with someone and their eyes dart over to the side, what happens? You tend to look. It's just a natural reaction. Our eyes follow people's eyes. And so if my eyes now look at this screen and I stop talking, even if I wasn't paying attention, my brain now does, because something different is happening. The brain notices differences, and so just by that we have developed synchronicity. Now we can move forward. So creating so that's called the third point, right? Another way you can develop synchronicity is through laughter. Laughter is a magical tool, right? Because then everybody, people laugh from the same location. It's low and deep in their diaphragm. It gets endorphins going in the brain, it makes us feel good and it helps us be connected to each other. So laughter is a great way to be able to establish synchronicity. There's a little sticky note on the table in front of you. Would you take a moment and jot down what's the most important thing we need to be talking about today in the meeting? Please take 30 seconds about today in the meeting. Please take 30 seconds Synchronicity, now everybody is, and then we'll share it out. Right, or turn and talk. Turn to the person next to you what on the agenda is most interesting to you. Out of the outcomes that we've identified today, is there anything that needs to be added, changed or deleted to meet your needs today? So these are. I think I just gave you about like four or five different ways to establish synchronicity, to get that group into rapport with each other so that then the relationships are more likely to be sustained. Now that rapport isn't going to hold out the whole meeting, right? So as a leader, we have to be paying attention to that, because at some point we're going to go out of rapport. Then what do we need to do? Establish synchronicity again. Third point get some laughter, a turn and talk, write something down Everybody doing the same thing at the same time. 0:19:29 - Lindsay Lyons Wow, that's so cool. I was so excited that you went there, because that was unexpected and not in the book, the preview. 0:19:37 - Dr. Chad Dumas Yeah, preview of the next one. 0:19:39 - Lindsay Lyons It's incredible and it'll be good timing, cause when this is out, it'll be like a month away. Yes, yeah. 0:19:44 - Dr. Chad Dumas Everybody can put it on their calendar or they probably can pre-order it by the time it's gone. 0:19:48 - Lindsay Lyons Oh, that's cool, that's exciting. So I think one of the things that, as a leader, I think people are thinking or maybe thinking as they listen is okay, this is, this is super cool. However, for example, just throw this out there, cause, talk about the book a little bit. You know we don't have a lot of time, like time is a as a resource that we don't have enough of to be able to get people in teams to do this work, or which I think you, you share a beautiful resource from learning forward in the book, about which I was like oh yeah, this is great, you know, or there's, you know, there's a variety of challenges. I think is the point I'm trying to get at that people will say, yeah, but what about this thing? And I'm I'm curious to know what do you find is like the biggest challenge that people have leading this work, facilitating PLCs, putting the teams together, you know, whatever aspect of it we want to latch on to and talk about. But I'm curious to know what the challenges? And then, like, what have you seen people do to kind of overcome that challenge? Or or even preemptively, like get rid of the challenge? 0:20:46 - Dr. Chad Dumas Right, right, yeah, so so I've seen basically two. If I can boil it all down to two challenges that I've seen folks struggle with, one is you mentioned, like, the time. How do we find the time? And my question is, if we don't find the time, that's not a question, that's a statement we don't find the time. Here's the question Do we value the collaboration, anything we value? We will make the resources align to that value. Right? So, like I'm thinking about, like when I was first year teacher, making twenty thousand nine hundred fifty dollars a year, um, you know, back in lincoln public schools, and um, you know, with student loan payments and my wife was home with our kids and we had two mouths to feed, right, like there was no money, yet we found a way to go to Amigos once or twice a week. Right, we made it happen. Like we prioritized that, even though the funds weren't connected for right. And so it's the same in schools, like if we prioritize it, let's put our money where our mouth is and let's figure it out. And so that's the first challenge and it's really a mindset shift, because there are thousands of schools, maybe tens of thousands of schools all over the country and world, who figured it out. It's a matter of getting some people in the room to sit down to think creatively, to look at some other schedules, to look at some resources and let's together look at now our constraints and let's make it happen. So that's the first part of finding the time. Now, once the time is set, there is absolutely no research that says you get a group of people in a room breathing the same air at the same time of the day that you're going to improve student learning. It doesn't exist, right, and actually there's research that says that people are in the same room breathing the same air, doing the same thing. If they're not focused on the right stuff, it can have a negative impact on student performance and professional practice. Right, it becomes toxic. It can become toxic. So it's not just that people are meeting in the room, it's that what are they doing when they're in the room? And so that becomes. The second big challenge is to helping teams do the right work, because we're not trained in collaboration, right, we all are highly educated people. We've got our bachelor's degrees, master's degrees, doctorate, specialist degrees people who are highly educated, and not a single I don't. I've never seen a course at university level that says here's how to collaborate. We don't know. Nobody has taught us how to collaborate, and so we need to learn what that is. We have picked up over time how to figure out the Bs of schools, buildings, buses and budgets, but that's not going to improve student learning. Figuring out when the next field trip is and how to schedule the buses and communicating with parents and parent permission for like, those things need to be done and they do nothing to improve student learning. And so what? We that was a strong phrase, I shouldn't use it they field trips, please. I hope I am not being misunderstood. Field trips are really important, powerful part of our students learning experiences, and they don't improve our practice that results in student learning. Let me put it that way powerful part of of our students learning experiences, and they don't improve our practice that results in student learning. Let me put it that way. So, so, helping people to understand. Okay, so what? What is the work of collaboration? And then how do we navigate the interpersonal dynamic associated with that? 0:24:27 - Lindsay Lyons I yeah, that's, that's so good. And I also think I think about this phrase one learning model for all, which is um, the international network for public schools that I taught out in my last four years of teaching always said that like you do something as an adult, you do the same thing with students. Right, it's like one learning model, and I think about that with collaboration. If you learn as an educator, as an adult, how to collaborate with your peers, you're then able to passively address some of the this is group work is hard or my kids don't work well together issues, because you're like well, I know how to do it. Now I've done it myself and now I can teach it better. 0:24:58 - Dr. Chad Dumas Yes, yes, exactly. It's not the same as just getting, it's not the same as a meeting, right. 0:25:03 - Lindsay Lyons Right, yeah, absolutely, absolutely. Oh my gosh, this is. There's been so many beautiful gems in this conversation. I've really really enjoyed and I think it has gone an interesting like. I think there are a lot of branches right, a lot of different directions, and so I'm curious for the listener who's ready to, like step in the school building, they're done with the episode, they're ready to possibly start the school year by the time they're listening to this. What is the one kind of first step Like? What's the thing they do when they end the episode and kind of like start laying the foundation, start taking action? What would you say that should be or could be? 0:25:44 - Dr. Chad Dumas Yeah. So I guess I would have two first steps. The one is tongue in cheek go buy my next book, because that would be that it really you know there, there, there isn't much literature in the field around teacher team leaders and, and and that's the title, but really anybody who picks it up and is in a collaborative environment, um, will benefit from it. Or if they're not in a collaborative environment and they want to learn how to make their environment more collaborative. So, even though the title is geared towards teacher team leaders, well, first of all of all, anybody's a leader, right, but second of all, there are people who are in those designated positions. So that's tongue in cheek, but it may be helpful. The second thing that I would say is not tongue in cheek is to really think about this. Coming back to that quote at the beginning right, regarding other people as minds with gems of inestimable value. Right, it goes for kids, it goes for colleagues. And how do we, through education, uncover those gems? And so, thinking for yourself and your mindset, like reflecting on what are ways in which I see those gems in other people and maybe help to draw those out, even though they may so. So one of my mindsets that I identify in the teacher team leader handbook. I identify three mindsets that I think are important, and the first one is to see in others what they themselves don't yet see in themselves. And I think that's this idea like shifting that mindset to see in others what they don't yet see in themselves. And I think that's this idea like shifting that mindset to see in others what they don't yet see in themselves, and then take specific actions to draw that out. And I think if we all could do that, that could really transform our meetings, our systems, our schools. If we thought of everybody from that lens of how could I draw out from them what they don't yet even see in themselves. 0:27:37 - Lindsay Lyons Wow, that's good. What a beautiful world that would be. That would be so cool. I love that, yeah, yeah, and so I think, as the kind of final questions that I enjoy, asking this is fun, but also, I think, in addition to fun, just like really, it genuinely piques my interest of all the things that are out there to learn about. So I'm curious to know what you have been learning about lately, and it does not need to relate to your job or this conversation, although it can. 0:28:06 - Dr. Chad Dumas Oh man. So one of the things so I view myself as a learner you know the Gallup organization has those strengths finder things and every time I've done it, learner is one of my top five things and so it's really hard to pinpoint like one thing that I'm learning about. And one of the things I love about being a consultant is I'm constantly learning. Right, like people think that you're the one who's presenting, yeah, but you know what I've got to be learning myself. So I'm constantly reading. So I love if your listeners have never seen the Marshall memo, look up Kim Marshall. He's in Massachusetts and he has a weekly memo and you can sign up, like I think it's. If you just do it by yourself, it's like 50 bucks a year. Well worth the 50 bucks. And what he does is he reads through all of the educational journals you can imagine, like Ed, leadership, jsd, mathematics, educators, education, like all things, plc, anything you can imagine. He's got like I don't know 100 different articles, journals that he reads through whatever comes out that week and then he pulls out, like from his perspective, and he's got criteria for it, like the top eight or 10 that he thinks are like the most important or really would be useful to the field, and then he does a summary on them. And so every Monday I get Kim Marshall's memo with it's a I don't know, maybe eight pages a Word document with these articles with summary. So I don't even have to read the whole article. Although he always links them, you can go back to them and find the full article, and it covers everything right From teacher evaluation to professional learning communities to the reading science of reading stuff, math, math, like anything you can possibly imagine, so that that really that's probably the best source of my learning that I have personally. But of course I'm also, you know, like learning more about. Of course I'm an associate for solution tree and PLC at work, so I'm constantly learning more about that type of thing, right. Every time you pick up learning by doing, you learn more right. And every time I pick up RTI, the RTI handbook, taking action or any of the tools, I learn more and so all of these things. But Kim Marshall, his stuff is really fantastic. 0:30:25 - Lindsay Lyons Wow, that's incredible. I did not know about this resource. I'm like jotting notes frantically. I will be looking into that. 0:30:31 - Dr. Chad Dumas I think it's marshallmemocom. 0:30:33 - Lindsay Lyons If you just like Google that, it'll yeah, yeah, we can also link that in the show notes for listeners too. That's incredible. 0:30:40 - Dr. Chad Dumas Thank you, and I'll reach out to him and let him know that he'll be getting some subscriptions and some cuts coming your way, awesome. 0:30:50 - Lindsay Lyons I think one of the things I want to close with is just how much, how much I really enjoyed the putting the C and PLC book and how much I'm looking forward to your next book. And I I do want to just highlight for our listeners, um, the, the resources that you have at the end of each chapter, in addition to all of the information in the book itself, which is great. I just think there's so much value in like the little surveys that you had at the end I don't remember if you called them a survey, but like the little statements and you have the agreement scale, I think there's so much value in taking those, using them, having them be a reflective tool that everyone literally just grabs and uses tomorrow. Again, so easy to just take it. And I just want to kind of highlight that that's not just the content of your book but the organization itself. I really enjoy books that are organized with things that are like easily usable immediately, and you have that. The listeners just know I'm sure that will be in the next book as well. 0:31:47 - Dr. Chad Dumas Yeah Well, thank you, and your listeners can actually those self-assessments. I have them all on my website for free. You can just go and get all of the websites directly and download them and that website is tinyurlcom and then slash, put the C in PLC, put the C in PLC, so those and then there's a few other resources. Are there too, totally free? 0:32:10 - Lindsay Lyons That's incredible, thank you. We'll link that in the show notes and the blog posts for this episode. That's incredible. Thank you for sharing that. And where else can people like follow what you're doing? Where should they look for the next book when it's about to come out? How do they be in touch? 0:32:25 - Dr. Chad Dumas Yeah, yeah. Well, my website is my business name, which is next learning solutions. So nextlearningsolutionscom is my website, but I'm active on Twitter and it's very easy. I must have gotten on early. Without any numbers or anything, it's just at Chad Dumas, c-h-a-d-d-u-m-a-s, and then Facebook and LinkedIn Chad Dumas as well on there. So those are the places to track me down. 0:32:54 - Lindsay Lyons Amazing Chad. Thank you so much for being on the podcast today. 0:32:56 - Dr. Chad Dumas I so appreciate your time my pleasure, thank you.
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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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