Summary Improvement plans often create a second job for the principal: tracking every action, checking every artifact, and carrying the responsibility for someone else's growth. In this episode, Jethro shares a clip from My First Million featuring executive coach Joe Hudson, then translates the idea into school leadership. The central shift is simple: put the responsibility for improvement where the work is happening. Leaders still provide clarity, support, and accountability, but the person who needs to improve should show the evidence, invite the feedback, and own the next steps. Chapters 0:00 — Why improvement plans can become the principal's problem 2:01 — Joe Hudson on putting the responsibility for change where it belongs 6:49 — Translating the idea into school leadership 10:40 — Listening before deciding what the problem is 13:20 — Why principals cannot carry every classroom-level task 15:10 — A challenge for school leaders Show Notes **Featured idea:** Put the ball in the other person's court. Ask them to demonstrate the improvement rather than making the leader responsible for every step. **Leadership practice:** Before creating a plan, find out whether the person sees the problem and understand the context behind the behavior. **Reflection:** Where are you carrying someone else's task because it feels faster or safer than giving them ownership? **Source podcast:** My First Million on Overcast **Referenced segment:** 31:18–36:06 of the linked episode. **Connect with Jethro:** transformativeprincipal.org

Lindsey and Tasha continue their conversation about gratitude by unpacking the ideas that stood out most from their interview with Lainie Rowell, author of Bold Gratitude. Together, they explore what gratitude can look like in everyday leadership, how authentic praise can strengthen school culture, and why small, intentional practices can have a meaningful impact on both educators and students. Rather than treating gratitude as one more initiative, Lindsey and Tasha focus on practical ways leaders can build it into the rhythms and routines that already exist. Their conversation centers on specific praise, self-care, staff recognition, student participation, and the ripple effect that can happen when people feel genuinely seen and valued. In this episode, we discuss: Why gratitude is not about pretending challenges do not exist, but about intentionally recognizing what is still good The difference between generic praise and authentic praise that is specific, meaningful, and connected to impact How school leaders can incorporate gratitude into staff meetings and other routines that already exist Why gratitude can become an important form of self-care for leaders who are constantly focused on solving problems How recognizing what is going well can shift the emotional tone of a school without ignoring the work that still needs to be done Why small acts of recognition can create ripple effects throughout a staff, classroom, or school community Practical ways technology can make gratitude easier and more sustainable for busy educators How gratitude jars and similar practices can help students notice and name positive moments in their classrooms The role of writing prompts and reflection in helping students and adults develop a more intentional gratitude practice Why gratitude practices are more powerful when they feel authentic rather than forced How leaders can create opportunities for staff members to feel seen for the specific contributions they make Why celebrating progress and effort can strengthen relationships and reinforce the culture leaders are trying to build How gratitude can move beyond the school building and become part of the way schools engage families and the broader community Why creating a culture of gratitude is less about launching a program and more about consistently modeling what leaders want others to notice and value This companion conversation builds on Lindsey and Tasha’s interview with Lainie Rowell and her work in Bold Gratitude, giving school leaders practical ideas for turning reflection into action. About this companion episode Companion episodes of The Authority give Lindsey Cannon and Natasha Nurse space to reflect on the ideas that stay with them after conversations with authors, experts, and education leaders. Rather than simply recapping the interview, they explore what those ideas can mean in practice for school leaders and educators. In this episode, they revisit Lainie Rowell’s insights about gratitude and consider how leaders can apply them through authentic praise, staff routines, student engagement, self-reflection, and community-building. The focus is on small, sustainable shifts that can help create school environments where people feel recognized, supported, and connected.

Halloween wasn't always just costumes, candy, and trick-or-treating. A century ago, communities across America were dealing with a very different Halloween—one marked by vandalism, property damage, and children causing trouble. But some towns responded in an unexpected way. Instead of simply cracking down, they began reinventing the holiday itself. In this special storytelling episode of Education Talk Radio, David Cicero follows a trail of historical discoveries, from wandering cows in Minnesota to bizarre haunted-house instructions and community celebrations designed to keep children out of trouble. Along the way, educational and behavioral systems consultant Jen Perry helps explore a larger question: What happens when adults stop focusing solely on controlling children's behavior and start changing the experiences and relationships around them?

More Opportunities, More Connections – Expanding School Programs Without Breaking the Budget What if your school could offer more opportunities for students without adding significant costs or stretching your staff even thinner?  In this episode, Thomas and Becky explore creative, affordable ways to expand enrichment programs, clubs, and extracurricular activities by tapping into the talents of teachers, parents, alumni, and community partners. From music and STEM to study halls, service projects, and student-led clubs, they share practical examples of how schools can start small, make the most of existing resources, and build programs that students love.  Discover how a few thoughtful additions can strengthen student engagement, deepen family connections, and help every child find something that makes school special. If you need help with planning a new program, please schedule a time to talk with us today. https://techteam.fun/Build-IT-Better-Together To receive a copy of the Catholic School Excellence Toolkit - A Reflective Workbook for Visionary Catholic School Leaders,  click here. It is the companion to the podcast: In Search of Catholic School Excellence. Becky Wong has been a teacher, admin, tech coordinator and innovator in Catholic Schools for over 25 years.  She not only assists schools as part of the Tech Team but has been instrumental in guiding the Archdiocese of San Francisco as it navigates the edtech decisions and ever-changing landscape of classroom technology.  The In Search of Catholic School Excellence Podcast is brought to you by I Love My Tech Team.  When technology doesn’t work, Catholic school leaders lose time, trust, and momentum. We partner with schools to restore reliable systems, empower teachers, and create the foundation for innovative learning centered on students. Lead Your School Into What’s Possible with I Love My Tech Team. Restoring What’s Broken. Advancing What’s Possible. Find out more at https://ilovemytechteam.com

From Six Teachers to a Movement: Building Professional Development That Lasts About This Episode Most professional development begins with enthusiasm and ends before it changes classroom practice. In this episode of Better Teaching: Only Stuff That Works, Gene Tavernetti talks with Suzannah Evans and Dr. Shane Saeed about the Science of Learning Collaborative in Colorado’s St. Vrain Valley School District. What began in 2019 as a small book study nearly disappeared during COVID-19, shrinking to six committed educators. Instead of giving up, Suzannah and Shane built a voluntary, sustained model of professional learning that now connects more than 100 teachers across a large district. They explain how the collaborative creates practical learning, peer accountability, teacher leadership, and a network where educators can test ideas in classrooms and return to learn from one another. The conversation is a useful reminder that lasting professional learning does not require a massive initiative. It can begin with a few people, a worthwhile question, a small pilot, and enough patience to let the work spread through trust and word of mouth. What You’ll Learn Why one-and-done professional development rarely produces lasting change. How a six-person learning group grew into a district-wide collaborative. Why voluntary participation can create stronger motivation and accountability. How hybrid meetings, reflection, and classroom application support busy teachers. Ways to build teacher leadership and a cross-school community of practice. How to start small, choose an effective pilot group, and let results spread organically. Chapters 00:00 — Welcome and introducing Suzannah Evans and Shane Saeed 02:37 — The Science of Learning Collaborative begins 06:24 — From a 2019 book study to six teachers during COVID 12:01 — Designing a flexible, sustained professional-learning model 15:47 — Peer learning, accountability, and teacher leadership 24:00 — Building momentum across a large district 36:00 — Voluntary participation and meaningful buy-in 46:17 — Scaling a grassroots writing initiative 50:12 — Start with a small pilot and let the work speak 54:15 — The origins and classroom logic of the FAST framework Resources St. Vrain Valley Schools Vrain Waves: Necessary Condition — Learning Together Suzannah Evans on LinkedIn Suzannah Evans on X Dr. Shane Saeed on X Teach FAST / TESS Consulting Group About the Guests Suzannah Evans is an instructional coordinator at St. Vrain Valley School District and a facilitator of the district’s Science of Learning Collaborative. Dr. Shane Saeed is an elementary ELA curriculum coordinator, author, speaker, and co-host of the Vrain Waves podcast. Together, they support educators in turning evidence-informed ideas into practical classroom improvement.