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In this episode, our guest, Dr. Jana Lee, shares her expertise on measuring coaching effectiveness and creating inclusive classrooms through skill-based instruction. Formerly a special education teacher and now a K-12 education consultant, Dr. Lee brings insights from both years of hands-on experience and researched best practices.
Throughout the conversation, she emphasizes the importance of shifting from level-based grouping to flexible, skill-based grouping and the need for systematic data collection. Dr. Lee underscores the power of cross-curricular consistency where students practice the same skills across all subject areas to create a cohesive learning environment. The Big Dream Dr. Lee's big dream for education is that all students—of all learning capabilities—leave their K-12 experience feeling more confident for their post-secondary lives. This means addressing not just academic capabilities, but rebuilding students socially, emotionally, and mentally so they're prepared to pursue what best fits their wants, needs, and interests. Dr. Lee believes this is achieved by approaching education through as inclusive a lens as possible. Mindset Shifts Required To create an inclusive learning environment for all students, teachers can embrace the mindset shift that moves away from making instructional decisions based on preconceived beliefs about what students can do (including assumptions based on IEPs, benchmark results, or perceived gaps). Instead, educators can make flexible decisions based on what students demonstrate in the moment. This requires shifting from level-based grouping to skill-based grouping, where students aren't stigmatized by being in the "struggling" group but are instead grouped dynamically based on specific skills they're working on. Action Steps Effectively supporting diverse student needs requires moving away from preconceived ideas or level-based grouping and embracing students’ independent capabilities. Dr. Lee suggests the following action steps to help make the necessary mindset shift today: Step 1: In your day-to-day teaching, identify 60-90 seconds in your lesson where students will work completely independently on a skill-based task. During this time, resist the urge to intervene—even if students ask to use the bathroom, weren't present yesterday, or are off-task. This independent work reveals who truly needs support and what specific help they need. Step 2: Collect student artifacts that show thought processes (e.g., written work in secondary classes, and oral language or behavioral observations in elementary). Analyze these artifacts not just for right or wrong answers, but to identify where the error in thinking occurred, which informs how you'll remediate differently rather than simply repeating the same instruction. Step 3: Co-create clear "look fors" or success criteria with leadership that align directly to building or district goals. Ensure these criteria focus on specific instructional moves and pedagogy, then use them consistently in professional learning communities to analyze patterns, celebrate gains, and identify areas for targeted support. Challenges? The biggest challenge teachers face is allowing students to struggle independently for a short time without jumping in to help. Teachers naturally want to support students immediately, but this prevents them from collecting the crucial data needed to understand who needs what type of support. Without seeing what students can do completely on their own, teachers can't accurately identify where errors in thinking occur or create targeted interventions that address the root cause rather than just repeating previous instruction. One Step to Get Started Mark a specific point in your next lesson where you'll give students 60-90 seconds to work completely independently on a skill-based task. Let them struggle, let them sit, let them make mistakes—anyone who doesn't produce something tells you they need to be in your small group for targeted support. This single practice will transform your ability to collect meaningful data and make responsive instructional decisions. Stay Connected You can find this week’s guest on her website, Jana Lee Consulting, or on Instagram. www.janaleeconsulting.com or Instagram @jana.c.lee. To help you implement today’s takeaways, our guest is sharing her Data Insight Survey with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 244 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:
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TRANSCRIPT
Lindsay Lyons: [00:00:00] Dr. Generally, welcome to the time for teachership podcast. Dr. Jana Lee: Thank you so much for having me. I'm so excited to be here and be able to chat with you. Lindsay Lyons: I am so excited to, and so I've been starting episodes recently with like what's on our mind as we jump into the conversation, so I'll share that on my mind. Are two things. So one, you had an amazing episode on Chrissy Beltran's, uh, podcast, which I loved about how to measure coaching effectiveness. And then I also have been thinking myself about outcomes-based, uh, contracting, which for schools and districts listening or engaging with episode, it's like paying coaching, uh, coaches, contractors for like, how the actual impacts on student learning, um, as part of the, the deal with the contract. That lends itself to a lot of measurement questions, like how do we actually measure student learning effectively? And so I'm really excited to dig into this concept of measuring today. Dr. Jana Lee: What on your mind? Absolutely. And, and what's on my mind? The [00:01:00] excitement and being able to share how we can actually collect some concrete data that speaks to the. Impact that our work is having, not just on teachers, but also on on students, just like you shared. I think that it's a very nuanced concept, um, but one that is really important to dig further into because it just showcases the, the work that we are doing and its effectiveness. Lindsay Lyons: Thank you for that. I, I, one of the things I wanna like just ask big picture before we get into like the specifics is I love Dr. Patina love's, uh, quote about freedom dreaming. And so she says, there are dreams grounded in the critique of injustice. And so with that in mind, like what is that big dream that you hold for education? Dr. Jana Lee: Wow. What a, what a very big question. I think my, my big dream is that. Teachers, 'cause I'm always thinking about what's happening.[00:02:00] Boots on the ground alongside students and teachers are the ones that are the most, you know, just have the most interaction naturally being that they're in the classroom, but that all students of all learning capabilities leave their K to 12 experience feeling more confident. And ready for their post-secondary lives. Uh, and that that can look a number of different ways, uh, and that it's not just a student's academic, um, capabilities that we're looking at, but also how we're rebuilding them socially and emotionally and mentally, where they're leaving, being ready to do what's next. For them that best fits, you know, their, their wants, their needs, their interests, and I think that that is something that can be achieved when we approach education [00:03:00] through as inclusive a lens as possible. And we make decisions on a regular daily basis that are inclusive for all students. Lindsay Lyons: Great. I, I think as we think about that, one of the things that. May come up for people as they're thinking about, for example, um, pedagogies, but also the measurement aspect of like, how do I know I'm doing well? How do I assess students, right? Like from all the lenses I think about maybe how we learn things in teacher school versus what is. Real and good and equitable and inclusive for students. And so are there any mindset shifts that you've noticed you've had to coach on or, uh, have seen kind of the aha moment come to a teacher or even yourself as you're kind of switching to like, this is, this is actually different from what I thought I would be doing or should be doing, but this is the way. Dr. Jana Lee: Sure. I mean, a lot of my work recently and my, my background is in special education. I was a, [00:04:00] uh, worked as a special education teacher in the South Bronx of New York for, um, almost 10 years. And so I had students of all, you know, shapes and sizes and, and all, um, sort of different circumstances and home backgrounds and, you know, I had to learn how to put my own beliefs of what I thought they were capable of. Uh, you know, including students with IEPs, students who had, you know, challenges in their behavior or just, you know, had great foundational gaps. I had to put that to the side to a degree and move more toward groupings and, and, um, shifts in my instruction that were reflective of what they were doing in the moment and, and learning how to collect that information to make. Flexible decisions and not allowing my preconceived beliefs about them drive the decisions that I was making. And so a lot of my work today, [00:05:00] and this might be, you know, a bit controversial, um, and I'm not saying that we should get rid of leveled groupings of any sort, but I am saying that a lot of my work recently. Has been around, how do we shift from, from grouping students and providing them with, um, scaffolds or instruction based on their levels or what, you know, grade level we think they're at functionally speaking and more so make decisions in the moment and use data in the moment that allows us to make grouping decisions. And I think, you know, a lot of the pushback at times that I get from that is. Well, I would have the same students in the group anyways. You know, that's not always, that's not necessarily true. Uh, I think when we build a culture of, I'm not. When we build a culture that moves away from, well, you typically struggle, so let me work with you and move more toward, I'm gonna look for X, Y, and Z, and then work for [00:06:00] you if that. If you're producing something that doesn't align with that, then we build a culture of safety and risk taking where students are actually destigmatized because it's not based on whether they have an IEP or whether you know their benchmark results. You know? Shows a certain, uh, certain gaps. Um, and I'm not saying that we don't use those benchmark results, but I'm, I am saying that oftentimes the, I find that decisions are made, you know, school-wide and in the classroom more so based on the overarching benchmark results as opposed to what we see students are really creating and doing, um, in the classroom. And so. You know, that's been a really big shift in thought, uh, because traditionally speaking, when we're working with students, um, I think we, we work with them based on, and this might be difficult to admit, but based [00:07:00] on what we believe and, and think that they are able to do. Um, and so that's, that comes to teachers and leaders being, uh, very, very explicitly thinking about. You know, how do I move away from that and move more toward a, a skill-based grouping, flexible approach. Lindsay Lyons: I love so much of what you're saying. I'm just, I'm taking notes here on like, the levels idea, right? The skill levels versus, and even within that I've been playing with. Um, so I've worked with a, I coach with a lot of teachers and have taught, um. A lot of multilingual learners. And so sometimes we'll say like, oh, these are level ones, or these are level twos specifically speaking about a test that actually assesses a variety of things linguistically. And so it's like, this might be like, instead, can we move to more language? Like this is a student who excels with verbal explanation and their verbal expression's actually better in a small group versus a large group or like, like how nuanced can we be? I think there's like one piece, [00:08:00] right? Yeah. And then there's also this idea of like. In the moment, that's really hard for a teacher. So there's a lot of practice that's required, I think, and, and maybe some modeling of like, how do you do that kind of responsiveness that you're talking about, right? Like, I noticed these things. So first I have to know what I need to notice, and then I need to notice it, and then I need to actually be able to kind of move all the pieces and do all the groups and and respond. Um, which is so cool. And I'm sure involves a lot of work, right? Dr. Jana Lee: It does. And you know, to go back to. To, to swing it back to what you mentioned earlier about looking at how our outcomes are impacting student achievement, we need a very systematic way of collecting that quantitative evidence, that evidence that speaks to numbers. And so if you as a teacher are on the ground looking at that. You know, as I call it, the check for understanding and using that as the moment to measure independent proficiency of a skill [00:09:00] that's a lot easier for you to collect, um, and track than perhaps, you know, constantly grouping students based on those levels where, you know, there's a range of things that you need to address in the level grouping. And it's quite difficult for teachers to know where do I begin? Right? Um, and I think. Along with that, you then, when you combine that benchmark work with, what am I seeing students are struggling or proficient in with skills in the classroom, those two pieces of, of, of data, those data points should speak to each other. So ideally we should know where our benchmarks are going to land. Prior to the benchmark, even existing because teachers are engaging with that information on a regular basis. And you know, I I, I think another big component of that is how are we layering in the work that teachers are or the, the, those data points that teachers are collecting in the [00:10:00] classroom, how are we layering that into what they're doing in. The other pieces of the school community, how are, you know, leadership providing feedback as it relates to, uh, teachers making those flexible decisions? How are we, how are teachers engaging with student work in their, you know, professional learning communities or grade team meetings? So it really. It, it, it's, it moves beyond. Ideally, it moves beyond just, uh, teachers making those decisions in the classroom and leadership being very strategic and allowing teachers to then engage with that. Information outside of the classroom and with each other to create streamlined instructional decisions. You know, before I forget, I think a really big component of this is that we see the greatest change when students are receiving consistency across classrooms. Uh, which is why the shift from, you know, why, why part of my work. And my belief is that we have to teach [00:11:00] skills and, and, you know, use content to drive the teaching of those skills and then use instructional activities to create engaging interaction with the content. And so when students are receiving skill-based instruction across the BO board. We're far more likely to see increase in student achievement because it's not just happening in isolation. It's not just content driven. It's not like, oh, I'm gonna go to social studies and learn just about social studies. And then when I go to math, I only, you know, I'm just learning math. It's about what does justify look like in social studies and what does it mean to justify in math? And so when we can allow teachers to on the ground, collect information on students as it relates to those skills, and then bring that information to their meetings, they can create. Consistent instructional, you know, strategies and they can collaborate around what's working and not working for specific students, um, that allows students just greater opportunity throughout their day to practice these skills and [00:12:00] continue to thrive. And that's really, you know, goes back to the idea of, uh, creating inclusive culture and allowing us to have greater opportunity to measure the impact that we're having on, on student, on student achievement. Lindsay Lyons: Whoa, there's so much. I wanna just like a stamp and ask more about, so Dr. Jana Lee: listen, I can go on and on. So at some point you can just say, Jonna, we've had enough. Like, can you mo moving on? Lindsay Lyons: I, I love this. So the idea of like. That it's actually easier to teach to skill-based groups because you're actually teaching less as opposed to more because it's such a big umbrella is I just wanna like stamp that for people who did, who missed that the first time. That's brilliant. And what a good mindset shift. Also, I'm thinking about kind of both the structures and then the data specifically to gather when we're thinking about instructional leaders. So instructional coaches or maybe, you know, in a small school setting, it might be like a building leader, like an assistant principal or someone. Dr. Jana Lee: Yeah. Lindsay Lyons: Um, so [00:13:00] like you were talking about professional learning communities, I imagine there's probably instructional coaching cycles that could happen. There's like all of these, Dr. Jana Lee: all of it Lindsay Lyons: places. And so are there like either structures that you recommend or like moves leaders can make to. Enhance or set up these structures as well as what data would you actually encourage folks to gather or even gather yourself as an instructional leader to then like look at, analyze, respond to in that professional learning space? Dr. Jana Lee: Yeah, so it all starts with your goals. Whether they're district goals, building goals, uh, whatever the goals are, everybody needs to know about them. And everybody needs to know what is my role in bringing this goal to life? And I would make the assumption that. Somewhere in those goals include, you know, how collectively, uh, we are increasing student achievement, right? Um, and so. From a leadership coaching perspective, it is really important that your role as a coach is [00:14:00] defined in terms of when I am supporting teachers or when I am looking at the building of these meetings that I might have, or my faculty meetings, or the way in which I'm communicating weekly to my staff. How am I bringing in? Uh, these goals, number one. And then number two, how am I making it clear about, as a leader, my role in supporting boots on the ground for teachers? So teachers, there's no secrets here. There's a lot of transparency, right? So there, that's the first thing. There's gotta be real clarity around, as a coach, what am I doing to support these goals? Right. And then how does that come to life instructionally so that I can support teachers very clearly. So what goes along with that in terms of a system, I'm a huge fan of taking the guesswork out of support, create, co-create a list of look fors or success criteria that speaks to. [00:15:00] The pedagogy that you are looking for in the classroom. So often support comes through, you know, oh, let me give you, just for a lack of a better word, like rose or a thorn or a grower, you know, grow or glow. That feedback is, is kind of, can go all over the place. Um, whereas we see the greatest gains when the feedback is very centered on an instructional move or, or something specific. As it relates to the look fors that you've created, and those look fors should align directly to the goals of the district. That or the school community. That is a very, um, that's a structural component that will make. That will take a lot of the guesswork also out of, are we meeting our goals? Because everybody has a role to play. And a lot of times if I were to ask a teacher, what are your building goals or what are your district goals to, you know, know no fault of their own, lot of them [00:16:00] struggle and being able to communicate that. Um, and so everybody needs to be working toward. Toward what the, you know, overarching student achievement goals are for the community and everybody has a role to play. And then as teachers, it's important that teachers are very clear on, you know, what are the moves that they need to be making in order to bring those goals to life. And in order to fulfill the look fors and the success criteria that they have co-develop. As it relates to, you know, the, the bigger picture. Um, and teachers are then very clear on what they are working toward, and they know that the support that comes from leadership or coaching is going to align directly toward that. So, you know, you, you start small. And, uh, in your PLCs or in your leadership meetings, you're looking at the, the data that you are collecting with those look fors and success criteria to say one of two things. Yeah. We're moving in the right direction in terms of where we wanna go with achievement. [00:17:00] Right. Uh, or to say, Hey, we're really moving, we're really growing in these areas. But it looks like when it comes to, you know. Student engagement in these in small groups. I'm just, you know, or, um, the, uh, number of minutes that teachers are, are en engaged in direct instruction. These are little pockets that we really wanna hone in on. So it allows you to see themes and patterns to modify the support and to leverage and highlight the great gains that you are seeing. Um, and you know, it also allows. It takes the guesswork out. It kind of, well, two things, takes the guesswork for leadership. Out of what support am I providing? The language is there, there's consistency in messaging. Everybody knows what they're doing and what they're working toward. And for teachers, it kind of allows them to lessen their, um, their bring their walls down a little bit because it's less of a guessing game. Like, oh, what are they in here to see? Like, am I doing the right thing? Right? Am I doing what they [00:18:00] want? Uh, there are also teachers are clear on, on the moves that they should be making, and all of it collectively allows us to collect information that is number driven. Um, it allows for, uh, teachers to feel like their voices are being heard in terms of. You know what they want this to look like when look, fors and success criteria are co-created, and it allows support to be very driven and focused. And then your student achievement should back that great workup. So you're not just relying on student achievement numbers to tell you the success of, you know, the, the, the, the pedagogy. You're allowing, you know, both of those pieces of information to speak to the impact that you're having. Holistically. Lindsay Lyons: Yeah, that ma, that makes a lot of sense. And I'm thinking about the, uh, student achievement specifically that student achievement data. So you, you could go in right, as a, a le instructional leader, even as a teacher [00:19:00] who's kind of observing different pieces and observe certain things. Um, and then there's also, like, I know I've heard you talk about the student artifacts themselves, right? Being really powerful. So beyond. A lot of times traditionally we think a lot of times of like a test or something, but like, you know, how did that student do on that exit ticket? Right? Or like, what was the quote shared in the, the verbal discussion and we're assessing discourse. Are there particular, um, either like lesser collected types of data or like data that actually is really illuminating that one might not initially think, uh, to collect that you would highlight? Dr. Jana Lee: Absolutely. You know, I think in secondary, um. Anything that I, and I'm gonna, I'm gonna go to secondary first, and then I'm gonna go to elementary because I think elementary can be a little bit more difficult, particularly when it comes to reading and writing. I'll talk about that in a moment. In secondary, anything that shows a student's thought process in written form is going to allow teachers to. Assess, not whether they got it right or [00:20:00] wrong, but where the error in thought process occurred. Right. That then I'm having a lot of conversations. My team and I are having a lot of conversations with teachers around. When you're then remediating or targeting, or intervening, it's not just about repeating what the student already heard in the previous lesson. You have to change the approach and identify where the gap was. So that you better understand what that remediation needs to look like. We actually have, um, a small, uh, a small group playbook that maybe I can, I can send to you the link, Lindsay, and, and you can throw it up somewhere or you know, people can access it. Um, but that, that small group playbook allowing teachers to say, this is where I saw the error, and then this is how I would respond. So you might have students that didn't get it correct. 'cause they just didn't follow the directions. Right. That's gonna look how you, how [00:21:00] you target your feedback for that student is gonna look a little different than the student who, you know, made a gap or, or, um, has processing challenges and got it wrong because the way in which they're, they're sequencing, their thoughts are, are just mi mixed up, right? So we've gotta be able to hone in on that a little bit. Uh, with more certainty. And so looking at actual artifacts, anything that shows that thought process is going to allow us to, to do that. Now, I moved to elementary, which is more difficult because, you know, you're getting into the nuances of students who are learning how to read or reading how, you know, reading to learn. You get into students who might not have that, um, that writing maturation quite, quite yet, especially in your. I would even say pre-K, kindergarten, first grade, where students are just learning how to craft or draw or label, right? This is where, um, teachers have to be able to collect [00:22:00] something that's, that is, um, either behavioral, right? Um, something that is oral, uh, that oral language, something that. Uh, demonstrates production, but it might not necessarily be in written form. So they might be bringing anecdotes that speak to what it is that they saw from students or heard, whether it's, you know, something tactile or, um, you know, so students are engaging in a turn and talk. Right? So that information might be more anecdotal, but it should still be thick enough, I guess I would say, heavy enough where. Teachers can dig in to see where did the thought process or where is the, the, where are we not, uh, hitting the mark? Why is the student not me meeting that skill? Especially in reading, you know, with, with phonics and whatnot being something that obviously a lot of, you know, school communities are moving [00:23:00] more toward how are we, you know, digging or annotating our curriculum to also show where students are maybe going left or not, you know, not. Not where they're missing the mark. So you might see more of the annotation of curriculum or anecdotes be brought to the table, but nonetheless, the same rules apply in terms of being able to, to speak to student thought and, and where the, you know, where the, the error occurred Lindsay Lyons: so much there. One of the things I'm thinking about is like the. When we have to do responsive coaching or remediation, right? We have to have that diagnosis of where the error occurs. I think sometimes we just jump right over that we don't think about, like we just need to know that there's not an understanding and then, but then how do you possibly correct the understanding, right, if we're not sure where the error occurs. So I just love that you illuminated that for us, like. We need to just understand students' thinking. And again, that to your point, it could look very different how we assess [00:24:00] that. I even had, yesterday I was in a discourse session at Boston Public Schools and the instructional coach there, um, or program lead there for social studies was like, oh, what I used to do in my fourth grade class. And it was like mind blowing. She's like, we use these little manipulatives. And like every time they spoke, it would be like you build on the same tower if you build on each other's ideas, you make a separate tower if you're new ideas. And like each person has a different color, so you can see where the pattern of conversation goes. I'm like. I never would've thought of that. Elementary teachers are brilliant, but like, yeah, think about the creative ways that we can do that, that might not be in writing, but is still highly valuable. Like, that's such a good idea. Dr. Jana Lee: And that's where the collaboration of like bringing that work to a, a professional learning community or meeting is so important because it allows. For teachers to engage in those conversations and learn from one another and see what's working versus not with particular students or even just with instruction in general. Um, and so if you know that you have students that are constantly, you know, making a, a, a mistake when it [00:25:00] requires thinking that's more than like one or two minutes long, um, that's something that teachers can say we're gonna focus on. How to support the student or the group of these, group of students with that in our classes, right? In our, along our lessons, and this is the strategy that we're gonna use. That's why I'm such a. I, I, I, I will scream this from the rooftops. We have to be able to provide teachers with strategies that are program content and grade agnostic and let the content drive the rigor. So whether I'm in a math class, or social studies, or reading or writing, we want these strategies to be able to be something that can be seen across the board. And so that's the consistency that is so important for students to receive. Throughout their day as opposed to just in isolation, as I mentioned earlier, um, in isolation with, you know, one or two teachers. Lindsay Lyons: Such a powerful point. Such a powerful point. I, [00:26:00] I am recognizing that we are close to the end of our time together. I'd love to ask just a few more questions. Maybe we can, of course, some lightning round of some sort. Dr. Jana Lee: Yes. I gotcha. Lindsay Lyons: Okay. So biggest challenge that teachers face in like the either looking at data or like measuring data or like any of the things we've talked about, is there something that comes up as like, this is a huge challenge and here's how you. Could go about it. Dr. Jana Lee: Letting students, giving students 60 to 90 seconds to do something completely independent without their support is really difficult for teachers to do. The number one thing that I would say to, to. To support that with teachers. Um, mark, somewhere in your lesson, the 60 to 90 seconds that you're just gonna let students go. And for the student that asks to go to the bathroom, let them, for the student that wasn't here yesterday and doesn't know what to do, let them sit there for the student that's bugging their neighbor. Let [00:27:00] them, anybody who doesn't produce. Lets you know that they're a group of, they're the group that you need to pull at some point to address whatever it is that they didn't get right or that they didn't do. Um, that's the most difficult letting students sit there and work on their own for 60 to 90 seconds, even if they're struggling. Lindsay Lyons: I'm gonna use that as a parent, just like shoes on. Okay. We're taking five minutes. Got it. Like, I'm gonna at least let you struggle for 90 seconds. Yes. Dr. Jana Lee: Yes. Yes. We have to see, we have to see what they can do on their own before we start to dig in and, and, and support because it's the only way that we can collect who needs what. Lindsay Lyons: Love it. Okay. Biggest thing you would encourage listeners to do when they end the episode? Something that's like easily start able or implementable right away. Yeah. Dr. Jana Lee: Um, where in your lesson are you gonna give them 60, 90 to seconds, 60 to 90 seconds to work on their own as it relates to the skill that you are teaching. Lindsay Lyons: Great. This is for fun. So it could be related to work [00:28:00] or not at all. Okay. What is something that you have been learning about lately? Dr. Jana Lee: Um, so bringing. So my dissertation was on, um, uh, adolescent reading comprehension. So we have students who are in secondary schools that are, or secondary grade levels that do not know how to read. And so a lot of what I've been thinking about has been how do I translate my findings with that and share with as many secondary teachers as possible strategies that they can use in their classrooms to support those learners who might be reading at a, you know. Elementary or, or, you know, uh, reading grade levels behind Lindsay Lyons: that resonates deeply as a high school special education teacher who had students reading at the first grade level. So thank you for doing that important work. Um, and then people who want to like myself now follow all of that work that you're doing. Where can folks connect with you In the online space? Or, or, Dr. Jana Lee: [00:29:00] yes. So you can find me at jonna dot c Lee on Instagram. Uh, you can head to my website, www.jonnaleeconsulting.com. Uh, I've got resources there that'll lead you to all of my other platforms. Um, yeah, we've got some really exciting things that are, uh, I'm excited to be able to share that with the world, and that's where you can find me. Absolutely. I'm so excited to have, uh, been able to be here with you today and engage in this really important and fun conversation, so thank you.
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AuthorLindsay Lyons is an educational justice coach who helps schools and districts co-create feminist, antiracist civics-based curricula, discussion opportunities, and equitable policies that challenge, affirm, and inspire all students. A former NYC public school teacher, she holds a PhD in Leadership and Change, and is the founder of the blog and podcast, Time for Teachership. Lindsay believes all students deserve literacy, criticality, and leadership skills. Archives
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