In this deeply personal episode of The Smarter Campus Podcast, Zach sits down with his sister, Mia Kinzler, a sophomore studying Psychology at Loyola Marymount University, to talk about an experience that is often discussed about students but rarely heard directly from them: what it actually feels like to navigate higher education with severe learning disabilities. Mia was diagnosed in fourth grade with dyslexia, dyscalculia, dysgraphia, and ADHD. She has spent years learning how her brain processes information and developing strategies to succeed academically. But in college, she has encountered a different challenge: a system of accommodations that can be far better at checking boxes than understanding how an individual student actually learns. Mia describes being able to demonstrate her understanding of material verbally in a matter of minutes while struggling for hours with a written multiple-choice exam—not because she doesn't know the content, but because the format itself creates processing barriers. She shares the exhausting amount of self-advocacy required to receive support, what happens when an accommodation doesn't fit neatly into an institution's existing options, and how repeatedly struggling in environments that don't reflect what you know can change the way you see your own intelligence. The conversation also offers a very different perspective on AI in education. For Mia, generative AI isn't a tool for avoiding thinking. She uses it as a cognitive translator—talking through her own ideas and asking AI to help structure those thoughts into the written formats college requires. She specifically tells the AI not to give her answers. Yet in an environment increasingly suspicious of AI use, the same technology that can provide accessibility can also expose students with disabilities to assumptions that they're cheating. This episode isn't ultimately about AI. It's about whether higher education is willing to recognize that equal opportunity doesn't always mean asking every student to demonstrate learning in exactly the same way. And Mia's message to educators is remarkably simple: when a student tells you how their brain works and asks for help, trust them.

Julie Gartell is the Founder of CareerPREP Solutions, a career coaching firm she established after over 15 years in corporate talent acquisition.  Her mission is to help professionals tell their story with clarity and navigate job searches by leveraging her background in executive search and branding. Her career began in marketing with iconic brands including Donna Karan, Ralph Lauren, and Chanel, where she learned the power of storytelling and how the strongest brands create memorable, consistent messages. She later pivoted into executive search and Talent Acquisition, spending nearly two decades leading hiring for some of the world's most recognized organizations, including Saks Fifth Avenue, MediaCom, Coach, kate spade, and Stuart Weitzman. Connect with Julie: Website: https://www.careerprepsolutions.com/ Listen to the Podcast, subscribe, leave a rating and a review: Apple: Spotify: YouTube: https://youtu.be/akXuidXjPVI

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?