Many school clinicians know executive functioning is important.  They also know that their entire team should be supporting it across general and special education settings.  But they don’t always know what exactly that looks like in practice… And if they do, they don’t know HOW they can change the practices of classroom teachers.  There are a lot of unanswered questions.  …How can I find time to think about changing teacher’s practices when I barely have time to manage my own workload?  …What is my role if students don’t “qualify” for services on an IEP?  …Doesn’t adding executive functioning to my plate open up a whole can of worms I’ll never be able to manage as a related service provider?  …Even if I should be involved, how do I get teachers and administrators to “buy in?” In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place… Even if they’re not administrators… Without taking them away from their existing responsibilities or causing role confusion… And, even if they don’t have “buy in” from everyone on their team that they SHOULD be involved with executive functioning.  As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start.  The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way.  And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn’t exist.  People don’t give you an answer because most people don’t know HOW executive functioning support should look in schools.  That’s an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you’re an SLP, social worker, psychologist, counselor, or other related service provider.  And if you do it the right way, it can save you time and get better support for students in place at the same time.  I share why that’s the case in episode 265 of De Facto Leaders.   In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation).  In this training, I cover the following: ✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference. ✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead. ✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships. ✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload. You can sign up for this training here: https://drkarendudekbrannan.com/efleadership In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.  You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

In this episode, I talk about how to get a faster and more effective start to coaching this year. 

How do institutions move Universal Design for Learning (UDL) beyond compliance and into campus culture? In this episode, Bryan Dean talks with Paul Miller about Montgomery College's UDL journey, the development of the CLEAR Framework, and what it takes to create lasting institutional change.   Paul shares practical advice for higher education leaders, explores emerging opportunities and challenges for UDL, and highlights innovative practices shaping the future of learning.   Whether you're a faculty member, administrator, instructional designer, or accessibility professional, this conversation offers inspiration and actionable ideas for advancing inclusion across higher education. Transcript Resources:The CLEAR Framework: Digital Accessibility 

The first 30 days of school can make everything feel urgent, but effective leadership starts with knowing what matters first. In this episode, we’ll focus on the foundations that need your attention right away: clear behavior expectations, clarity for new teachers, and making sure staff understand the curriculum they are expected to teach.  We’ll also talk about what can wait, including interventions, MTSS, and other systems that may be better introduced once the school year is underway. Leadership by Subtraction isn’t about ignoring important work—it’s about sequencing the work so you can build a strong foundation without overwhelming yourself or your staff.

In this episode, host Erin Bailey sits down with Dr. Valerie Lee, Dr. Marjorie Madden, and Dr. Susan Browne — longtime colleagues and co-authors from Rowan University — to discuss their book Literary Life Histories: Reclaiming, Reading, and Living the Story. The three educators share how their RISP framework (Read, Interpret, Script, Perform) invites students of all ages to go beyond surface-level comprehension by embodying literary and historical characters through collaborative writing and performance. The conversation explores how life histories cultivate deep empathy (not just sympathy), support ELA and social studies standards, and create space for meaningful discussion around complex and provocative themes. The episode also touches on the power of collaborative reading, the importance of building background knowledge, and practical advice for teachers looking to reclaim authentic reading experiences in their classrooms. About the guests: Valarie Lee is Associate Professor of Literacy in the Department of Critical Literacy, Technology, and Multilingual Education at Rowan University, USA. With 28 years in high school and university teaching, Valarie researches adolescent literacy and lesson study. She is a co-founder of The Literacy Consortium and the Rowan University Writing Project. She serves on the RIF Early Childhood Advisory Board. Connect with her at leev@rowan.edu  Susan Browne is Professor of Literacy in the Department of Critical Literacy, Technology, and Multilingual Education at Rowan University, USA. Susan teaches reading courses and advises graduate thesis research. A former Philadelphia teacher, she researches critical pedagogies, urban education, and diverse youth literature. She co-founded the Rowan University Writing Project. She serves on the RIF Middle School Family Literacy Initiative Advisory Board. Connect with her at brownes@rowan.edu  Marjorie Madden is Associate Professor of Literacy in the Department of Critical Literacy, Technology, and Multilingual Education at Rowan University, USA. With over 40 years of experience in education, Marjories’s researches underserved students, inclusive literacy practices, and critical pedagogy. She co-founded The Literacy Consortium and the Rowan University Writing Project. She serves on the RIF Early Childhood Advisory Board. Connect with her at madden@rowan.edu  Literary Life Histories: Reclaiming Reading and Living the Story: Literary Life Histories: Reclaiming Reading and Living the Story | Springer Nature Link RIF blog: From Reading to Performance: Reimagining Literacy with Life Histories