After 20+ years of creating exclusively for educators, I'm expanding into some new creative spaces.
In this podcast episode, I share the "why" behind my new YouTube channel ("So What Are We Doing Here?"), my Substack publication, my free guided meditations on Insight Timer, and some other fun new places to find me.
I also talk about how my own work has shifted more toward adults, and why so much of what I've always talked about on this podcast (productivity, mindset, burnout, boundaries) goes way beyond the classroom.
Then I get into something I've been wanting to demystify for a while: the restorative practices that are at the heart of my retreats. I break down what forest bathing, sound baths, and restorative yoga actually are, what the research says about why they work, and what it felt like to lead these sessions at my Books in the Wild retreat last month.
I also make a case for planning your year around restorative practices instead of around work, and using the concept of "due season" to build intentional periods of rest into your calendar before the busyness fills it up.
Truth for Teachers isn't going anywhere. But you're not JUST a teacher, and I want to create for ALL of you, not just the part of you standing in front of a classroom.
Article/Transcript for this epsiode: https://truthforteachers.com/truth-for-teachers-podcast/so-what-are-we-doing-here-expanding-into-retreats-video-essays-mindfulness-and-more/
Retreats: https://dueseasonpress.com/
Insight Timer: https://insighttimer.com/AngelaWatson
YouTube: https://www.youtube.com/@sowhatarewedoinghere
Substack: https://angelaswatson.substack.com/
Motivation Lab: https://studio.com/apps/angela/motivationlab
Is AI using a bottle of water every time you make a query? Are you a bad person if you use it in your classroom? Should schools ban it entirely—or go all-in?
If you've felt confused or conflicted about AI ethics, this conversation is for you.
I sit down with Dr. Karen Boyd, an AI ethics consultant who works with schools and nonprofits, to get real answers about the environmental impact of AI—and to talk through the much bigger ethical questions educators are wrestling with.
In this episode, we cover:
Karen offers a nuanced, inclusive approach that validates different perspectives while helping educators move from "this feels icky" to "here's exactly what bothers me and what I can do about it."
This isn't about convincing you AI is good or bad. It's about having the informed, thoughtful conversation we all need to be having.
Resources mentioned:'
Get the shareable article/transcript for this episode here.
Dr. Karen Boyd's Mission First AI Starter Kit (free vendor rubric for schools): https://drkarenboyd.com/blog/introducing-the-free-mission-first-ai-starter-kit
Get the sustainability chapter of Karen's book for free at ddrkarenboyd.com/freechapter No sign up is required, but you can get updates on AI in mission-driven work in your email about once per week if you select "sign up for news and updates" there.
My "Stay Human: Protect Your Brain Power in an AI World" curriculum (mentioned in this conversation) https://shop.truthforteachers.com/products/ai-literacy-lessons-teaching-students-why-writing-and-thinking-matter
Each time we decide which history gets a full unit and which gets a mini-lesson…
Each time we choose whose stories to showcase in classroom libraries while others gather dust on shelves …
Each time we select which family structures and cultures to represent in class and which we quietly pretend don’t exist …
We’re teaching whose voices matter, what counts as normal, and how power works. That's the hidden curriculum. And it's been operating in classrooms since the first schools were founded.
This episode is about uncovering the hidden curriculum in your own teaching, so you can make conscious choices about the values you're reinforcing.
And, it’s about empowering public schools to be unapologetic in their stance about a core piece of the hidden curriculum that should be underlying our work:
Every child who walks into our classrooms deserves to see themselves reflected there, to have their existence treated as welcome, and to leave knowing their life has inherent value.
This episode is a call to remain steadfast in your commitment to care for (and be actively inclusive of) all families in your school community.
We need to proudly own our commitment to teaching kids empathy, curiosity, and the ability to understand–and collaborate with–people who are different from them.
This episode is a rebuke of a coordinated attempt to paint these values as controversial, “political” or “a radical left wing agenda.” They are not.
They are educational best practices, backed by long-standing research, that teachers have implemented for decades in schools across the country. It’s time to stop playing defense and speak plainly about how we do what’s best for kids.
When he got his ADHD diagnosis at age 30, the first thought Andrew Gardner (https://www.agardner.com/about) had was, "Okay, now what? I'm still an idiot."
That negative voice had been with him his entire teaching career, driving him to work 80-90 hour weeks trying to prove he wasn't failing at the basics everyone else seemed to handle easily.
In this conversation, Andrew walks us through what it's actually like to teach with ADHD. He shares the invisible struggles no one could see from the outside, the white-knuckling through administrative tasks, the depression that came from years of that critical inner voice telling him he couldn't do basic things that weren't actually that hard … and eventually, the reframing that changed everything.
Andrew now has over 25 years experience innovating in teaching, learning, facilitation, technology and management. He’s taught students from preschool through post-graduate at Yale, Columbia, NYU, and Harvard, advising on and evangelizing the use of technology to help students and teachers become future-ready. He spent over a decade building and leading a professional learning department, certification program, and teacher community at BrainPOP (where he and I were coworkers!)
Since then, Andrew has combined his passion for organizational alignment with his foundation in constructivist teaching and learning into coaching leaders, professionals, and parents. As an ADHD coach, Andrew is especially attentive to supporting the needs and strengths of neurodiverse clientele.
Andrew shares how ADHD shows up differently in the classroom (spoiler: "attending to everything all at once" has some serious superpowers), the link between undiagnosed ADHD and depression in adults, and what it takes to start seeing neurodivergence as a strength rather than something to overcome.
Andrew also shares practical insights on what schools could do differently, how to help students with ADHD build metacognitive awareness, and why getting on the balcony to observe your own thoughts might be the most important skill for managing ADHD as an adult.
"If AI can write my essay in 30 seconds, why should I spend 30 minutes doing it myself?" I believe students asking this question deserve a thoughtful response ... or even better, an invitation to think critically about their own values and personal philosophy around artificial intelligence.
In this episode, I'm offering some tools to help you facilitate these conversations with students, breaking down the neuroscience of why writing matters in ways AI can't replicate. We'll explore three core principles:
1) Writing is brain-building: When students write, they create neural pathways through neuroplasticity. Every time they struggle to find the right word or rewrite a sentence, they're strengthening cognitive infrastructure they'll use for life. When AI does the writing, those pathways never form.
2) Writing is thinking: Writing isn't just a way to show your thinking—it IS the thinking itself. The act of translating thoughts into words forces a level of clarity that thinking alone doesn't require.
3) Writing is uniquely human: Students are still discovering who they are as thinkers and writers. They haven't written enough to find their unique voice yet. When they default to AI, they skip the process of discovering their authentic perspective.
I also address the question teachers hear constantly: "Why can adults use AI but students can't?" The answer lies in understanding the critical window of adolescent brain development and why students need to build these skills before they can effectively use AI as a tool.
If you're looking for language to help students understand what they're losing when they default to AI—and a framework for teaching them why their thinking and voice matter—this episode is for you.
Resources mentioned:
"Stay Human: Protect Your Brain Power in an AI World" 3 lesson mini unit
https://shop.truthforteachers.com/products/ai-literacy-lessons-teaching-students-why-writing-and-thinking-matter
Growing up, every report card comment and parent conference involved my teachers expressing some version of the following:
I shared a little of this story a few years back, and how I was labeled as gifted at first, and then diagnosed with a learning disability in math:
EP163: I was a disengaged student who nearly failed high school
For years, I believed something was fundamentally wrong with the wiring in my brain. Despite everything I'd accomplished, I felt inconsistent, unfocused, and unable to just ... do the thing like everyone else seemed to. Normal adulting tasks felt like they required herculean effort.
It took decades to understand: I'm not lazy. I'm neurodivergent. And that changes everything.
In this episode, I'm sharing my journey of understanding my brain, from my bipolar diagnosis in my early 20s to discovering CBT and mindset work, to finally creating the resource I wish I'd had all along.
I'll tell you about Motivation Lab, a new coaching app I've built that translates the neuroscience principles from my Finding Flow curriculum into a format for teens, young adults, and anyone who's ever felt like traditional productivity systems just don't work for their brain.
This is the story of why I created Motivation Lab, who it's really for (hint: maybe not you, but possibly someone you care about), and why I'm asking for your help in getting it to the people who need it most.
If you've ever wondered why consistency is so hard, why motivation feels unpredictable, or why no single productivity system works for everyone, I think you'll relate to what I'm sharing.
Check out Motivation Lab here: studio.com/motivationlab/
The first official podcast ep of 2026 will be out on January 11th. Thank you for listening to this interlude / announcement!
It’s the final episode of the 2025 season, and I want to leave you with something meaningful. I’m sharing some personal thoughts as I prepare to step away for my December internet sabbatical. I’m thinking deeply about alignment, presence, and what it means to move forward with clarity and purpose.
If you’ve been feeling the tension between what you have to do and what you’re called to do … this episode might resonate.
Key highlights:
Get the shareable article/transcript for this episode here.
This episode is brought to you by MiaTiagoBooks.com.
P.S. If you’ll miss having new episodes to listen to from now until January, here’s a way to work back through the archives without having to scroll endlessly through episode titles. I have a set of recommended Truth for Teachers playlists you can access. They’re a careful curation of the episodes I’m most proud of—and that I think will help you most—from my ten years of podcasting.
I’ve organized the playlists around four topics:
If you’re a longtime listener and accessed one of these playlists a while back, know that I updated them this month so they include newer episodes, too.
Go to TruthforTeachers.com/playlists and enter your email address to receive the playlist you want. I’ll send you a PDF with a description of each episode, a link to its blog post/transcript, and a link to the MP3 file for listening. It also shares some special bonuses and other related resources I think you might like.
“The adults in the building need healing just as much as the kids do. Self-compassion isn’t soft. It’s the most radical act of self-preservation an educator can practice.”
That’s a quote from my guest in this episode, Marisol Quevedo Rerucha. She’s the author of Beyond the Surface of Restorative Practices and the CEO of Heartset Consulting Group. A former teacher, principal, and district leader, she now supports individuals, communities, and systems in building high-trust, equity-centered spaces.
Together, Marisol and I explore what a restorative way of being looks like, how to build a classroom culture rooted in belonging and accountability, and why self-compassion is a foundational part of this work. Marisol also shares her personal story of healing, offers real classroom examples, and closes with an unforgettable metaphor about facing life’s hardest moments with courage and community.
In this powerful conversation, Marisol Revucha shares why so many educators feel disillusioned with restorative practices and what needs to shift for true transformation to occur.
Whether your school is fully immersed in restorative practices or you’re just starting to explore what it means, this conversation offers both heart and strategy. You’ll walk away with a clearer vision for what’s possible—not just for your students, but for yourself.
Topics include:
Get the shareable article/transcript for this episode here.
This episode is brought to you by MiaTiagoBooks.com.
Metacognition — “thinking about your thinking” — is one of the most powerful skills we can teach students, and it doesn’t require adding anything new to your already packed schedule. In this episode, you’ll learn four simple, one-minute routines you can weave into your daily classroom flow to help students notice, analyze, and adjust their own thinking.
We’ll explore:
How to use attention checks so students can redirect focus in the moment
Why brain break signals teach learners to connect physical energy with mental clarity (and how to manage them without chaos)
How mistake moments reframe errors as valuable information
A fresh take on end-of-day brain checks that builds awareness of learning strategies, not just content recall
Whether you teach kindergarteners or high school seniors, you’ll walk away with concrete ideas for creating a classroom culture where students take ownership of their learning process.
Plus, I’ll share how my Finding Flow Solutions K–12 curriculum can give you ready-made, no-prep lessons to teach these skills — and where to grab your free downloadable sample lesson.
Get the shareable article/transcript for this episode here.
This episide is brought to you by Listenwise and MiaTiagoBooks.com.
“Giving kids, and yourself, language to wrap around the idea that we have an inner leader (our kindest, best self) is transformative.”
Join me as I talk with Lily Howard Scott, a NYC-based parent, educator, and author, who shares insights from her book The Words That Shape Us: The Science-Based Power of Teacher Language.
We’re exploring how our internal self-talk shapes our perceptions of students and ourselves, and how intentional language can transform classroom culture. Lily shares practical strategies for helping students of all ages:
Lily also introduces tools like “outer shells and inner swirls” to help students notice assumptions and guide interactions in more mindful, empowering ways.
Whether you’re looking to improve classroom culture, support student self-reflection, or strengthen your own teacher mindset, this episode offers actionable strategies and inspiring reminders about the words we choose and the impact they have.
How much effort is enough—for you and your students?
In this episode, I’m weaving together three listener questions about navigating effort, expectations, and balance. We’ll explore how to recognize whether you lean more toward Type A (overextending) or Type B (holding back) tendencies, and how to make small, mindful adjustments so you’re not burning out—or stagnating.
You’ll hear practical advice for:
Listen in for a simple framework you (and your students) can use to calibrate effort in healthier, more sustainable ways.
🔗 Want to submit a question for a future episode? Share it at truthforteachers.com/podcast.
Get the shareable article/transcript for this episode here..
Engagement is not the same as "fun." It's the foundation for meaningful and lasting learning.
Join me as I talk with Katie Powell, author of Boredom Busters: Transform Worksheets, Lectures, and Grading into Engaging, Meaningful Learning Experiences. Katie shares simple yet powerful strategies that help teachers transform their classrooms into spaces where students thrive. Whether you’re trying to bring more fun into your lessons, address curriculum pressures, or manage student behavior during engaging activities, Katie’s practical advice can help.
In this episode, you’ll learn:
Our conversation is packed with practical tips and real-world insights to help you make learning fun, meaningful, and memorable.
Book link: https://amzn.to/3JamUUJ Website: teachbeyondthedesk.com
Time blocking sounds simple… but if you’ve ever sat down during your prep period with a plan and still ended the day feeling behind, you know it’s not always that straightforward.
In this episode, I’m walking you through a flexible, teacher-centered approach to scheduling your time. This isn’t about squeezing more into the day—it’s about protecting time for what matters and letting go of the guilt about what doesn’t.
I’ll share how to:
If this feels like the kind of support you need right now, there are two ways to go deeper:
Join me for the Unlocking Teacher Productivity cohort through RocketPD fthis winter for a guided experience, or check out the 40 Hour Teacher Workweek if you prefer a self-paced, affordable option.
Both can help you create systems that are sustainable long-term.
Let’s figure out how to build a schedule that honors your time, energy, and values.
How can you meet the needs of every learner in your classroom while keeping your workload manageable? In this episode, Robert Barnett shares how self-paced learning can transform your teaching and create a more personalized, effective, and sustainable experience for both you and your students.
We dive into the Modern Classrooms approach, breaking it down into actionable steps that any teacher can take—whether you’re ready to fully embrace self-paced learning or just want to try one small change tomorrow. From recording simple instructional videos to using mastery checks, Rob shares what works, why it works, and how to adapt it for your students’ needs.
In this episode, we discuss:
Whether you’re looking for ways to individualize learning, reduce stress, or build stronger connections with your students, this episode is packed with inspiration and practical ideas you can use right away.
One of the most exhausting parts of teaching is the constant decision-making. You’re answering questions like:
Where do I turn this in?
Can I go to the bathroom?
What do I do when I’m done?
My pencil broke—what now?
Over and over. All day long.
You’re managing behavior, passing out materials, troubleshooting tech, resetting the room, redirecting energy, keeping everything afloat.
And underneath all of that is the belief—often unspoken but deeply ingrained—that YOU have to be the one holding it all together.
But what if that’s not true?
What if your students—yes, even the littlest ones and the disinterested teens—were capable of taking more ownership than you’ve been led to believe?
What if a well-run classroom doesn’t require your constant presence, attention, and redirection?
What if you could stop doing so many things your students could actually learn to do for themselves?
That’s what this week’s podcast episode is about.
It’s not a list of procedures. It’s not a call to tighten control. It’s an invitation to shift the way you think about classroom responsibility.
Here’s what I walk you through:
Why students want to take ownership—and what’s been getting in the way
How we unintentionally train them to be dependent on us
What it looks like to release control without lowering expectations
How to build routines and roles that don’t rely on reminders or perfection
I’m also sharing four practical pillars that prop up the self-running classroom so you know how to take action and empower your students to share the responsibility for daily routines.
Listen in, and when you’re ready to go deeper, consider:
The 40 Hour Teacher Workweek program is now open for enrollment. It gives you the tools and structure to design a classroom that runs smoothly—without sacrificing your nights and weekends. https://join.40htw.com/full-year
This October, Rocket PD is offering my live virtual training called Unlocking Teacher Productivity. It’s a practical, high-impact session to help you simplify systems and protect your time. https://rocketpd.com/cohorts/unlocking-teacher-productivity-with-angela-watson/
We often assume students should already know how to stay organized, manage their time, and start tasks independently—but these are skills that need to be taught, modeled, and practiced.
In this episode, I’m talking with Mitch Weathers, a former high school teacher and creator of Organized Binder, about how a consistent daily routine anchored by a physical binder can help students build the habits they need to succeed.
You’ll learn:
Whether your students lose work, struggle to start tasks, or seem overly dependent on your directions, this conversation is packed with practical, low-lift solutions you can start using right away.
Learn more at OrganizedBinder.com or reach out to Mitch at mitch@organizedbinder.com.
In this summer reflection episode, I’m sharing a small story—just a quiet moment at an airport breakfast counter—that brought me back to the kind of person I want to be. It’s a simple action, one that no one asked for or expected. But it reminded me that our small choices matter… especially now.
Because let’s be honest: it’s not always clear what the “right” choice is anymore.
Social norms are shifting fast. Families have vastly different beliefs about what should be taught in school. Everyone’s following their own path, and as educators, we’re constantly navigating conflicting expectations. You can’t make everyone happy. And trying to please every person or reflect every worldview just leaves you feeling pulled in a dozen directions.
So how do you decide how to show up—when there’s no one-size-fits-all answer?
For me, it comes back to personal integrity. To who I want to be, even when there’s no rulebook. This episode is an invitation to use this summer season to realign with your inner compass and reflect on what kind of world you want to help build—starting with the small, almost invisible choices you make every day.
We’ll reflect on:
Why integrity and empathy are more important than ever in a divided world
How to center your actions around who you want to be (not who you’re expected to be)
Questions to help you define your personal values and vision
Ways to leave things better than you found them, even in tiny, almost invisible ways
This isn’t about perfection. It’s about intention.
It’s about being the kind of person who shows up with clarity, even when no one’s watching. And it’s about using this summer to reconnect with the kind of world you want to help create.
“We have overprotected kids in the real world and underprotected them online.”
Jonathan Haidt believes we have bubble-wrapped childhood: cut back on recess, banned kids from walking to school alone, and filled every spare moment with structured, adult-led activities.
But at the same time, we gave kids 24/7 access to social media, smartphones, and one-to-one devices—with very little guidance or boundaries.
And now, we’re seeing the results.
Rising anxiety. Fragmented attention. Lost confidence. Social disconnection.
This quote about overprotecting in the real world and underprotecting onloine hit me hard, because it puts into words what so many teachers have felt for years but couldn’t always articulate. If our kids seem less resilient, less focused, less ready to learn... maybe it’s not them. Maybe it’s the environment we’ve created.
The good news? We can change that. We ARE changing it.
More schools are rethinking tech. More parents are drawing tech boundaries. More teachers are advocating for what kids truly need. We can bring balance back.
Today’s guest is Jonathan Haidt—a social psychologist, professor at NYU’s Stern School of Business, and author of several influential books, including most recently, The Anxious Generation. You may have seen Jonathan in recent interviews talking about how smartphones and social media are impacting kids’ mental health. But I wanted to bring him on the show to go deeper—specifically from an educator’s point of view.
This conversation builds on some of the past episodes I’ve done around screen time, attention spans, and how tech is changing the way kids show up in the classroom. It’s a true back-and-forth conversation where we learn from each other, and I think it’s going to validate so much of what you’ve already sensed as a teacher.
Get the shareable article/transcript for this episode here.
Later this summer, I'll share a different perspective from someone who sees personalized AI tutoring as the future of school, and I have to admit, I find that vision just as compelling as what Haidt has shared. Stay tuned!
I’m pulling back the curtain on how I use AI in my work with teachers as an instructional coach. I’ll show you how I collaborate with AI to brainstorm ideas, reflect on lesson design, and help teachers build scaffolds and supports that truly meet students where they are.
This is an honest, behind-the-scenes look at how educators are already partnering with AI in powerful and practical ways, as well as the limitations of these tools and what’s NOT working.
You’ll learn:
Get the shareable article/transcript for this episode here.
Grab the free AI prompt guide to try these strategies yourself.
Sign up for the free live training on June 10th @ 5pm ET.
Join the 40 Hour AI membership to get up-to-date trainings.
Bring me to your school for customized on-site or virtual PD.
Self-advocacy can feel like a challenge, especially if you’re conflict-avoidant, culturally conditioned to prioritize group harmony, or simply unsure how to speak up without fear of being labeled “difficult.” In this episode, we’ll explore how to advocate for yourself effectively while balancing cultural expectations, professional norms, and personal boundaries.
Neelu Kaur brings her unique expertise to the discussion. With a business degree and a masters in Social & Organizational Psychology along with her experience as a coach and master practitioner certified in NeuroLinguistic Programming, Yoga, and Ayurveda, Neelu has a really unique and comprehensive framework for tackling this topic.
You’ll learn:
Whether you’re negotiating for resources, managing peer dynamics, or striving to be heard or advance in a professional space, this episode provides the tools you need to find your voice and advocate for what matters most.
Just popping in with a special update to catch you up on everything that’s happening behind the scenes.
If you’ve been thinking about ways to streamline your work, learn new strategies, or just reconnect with your sense of purpose this summer and fall, I’ve got a lot of different options for you.
Listen in to hear:
Insights from the latest survey I did on teachers’ thoughts about AI, and the resources I have to support you in artificial intelligence: https://courses.truthforteachers.com/bundles/40-hour-AI
Details about the next cohort of the 40 Hour Teacher Workweek program coming up this summer: https://courses.truthforteachers.com/courses/40-hour-teacher-workweek-full-year-2025
Information on how you can catch one of my live presentations at the ASCD and ISTE conferences this June: https://event.ascd.org/ASCD2025/
The latest on a brand-new live PD experience I’m offering through RocketPD this fall: https://rocketpd.com/cohorts/unlocking-teacher-productivity-with-angela-watson/
Updates on the completion of the Finding Flow curriculum—including a few hints about what’s coming next: https://findingflowsolutions.com/
I'll be back with our regularly scheduled programming next Sunday. Have a great week!
PD is supposed to help teachers grow, but so often, it feels like a missed opportunity. In this episode of Truth for Teachers, I’m sharing five things teachers wish PD presenters understood—straight from your thoughtful comments and the experiences I've had attending and delivering professional development over the past 25 years.
If you’ve ever been frustrated by PD sessions that feel irrelevant, condescending, or like a waste of time, you’re not alone. This episode explores what makes PD meaningful for teachers and what presenters can do differently to better serve the educators in the room:
This episode is a must-listen if you’ve ever felt like PD doesn’t meet your needs as a teacher. It’s also a great resource to share with PD presenters and decision-makers in your district who are designing professional learning experiences.
What if school was designed around student agency, real-world learning, and deep relationships—instead of compliance and test scores? In this episode, I take you inside Fannie Lou Hamer Freedom High School, a Big Picture Learning school in the South Bronx that is reimagining what education can be.
I spent two days observing classes, talking with students and teachers, and experiencing firsthand how this school operates within the constraints of the public school system while centering student voice and engagement. You'll hear about:
Fannie Lou’s approach isn’t a magic bullet or an exclusive model—it’s a public school choice within NYC’s Department of Education that any student can opt into. Listen in to hear what’s possible when we trust students, empower teachers, and rethink what high-quality learning truly looks like.
We’re tackling one of the biggest challenges educators face today: keeping students engaged in a world full of distractions.
AJ Juliani joins me to explore how to create meaningful and relevant learning experiences that resonate with today’s learners, even in the age of TikTok, smartphones, and endless notifications.
He’s an educator, author, and speaker who serves as an instructor for the University of Pennsylvania Graduate School of Education (PLN). AJ has worked towards innovative learning experiences as the Director of Learning and Innovation for Centennial School District, as Curriculum Coordinator, as Tech Director, English teacher, football coach, and K-12 Instructional Coach. His favorite role is being dad to five kids. You might know AJ from his books Adaptable, Empower, Launch, or The PBL Playbook.
Here’s what you’ll learn:
AJ also shares insights from his latest book and offers actionable strategies for educators who want to make their teaching meaningful and impactful in a rapidly changing world.
Are you considering stepping into a leadership role in education but feeling unsure of where to start? In this episode, I sit down with Starr Sackstein, an experienced educator, consultant, and author, to talk about the journey from teacher to leader. Starr shares her personal story of leaving the classroom, the challenges she faced in leadership, and the lessons she’s learned along the way.
We dive into practical steps for preparing yourself for leadership, how to balance progressive ideas with system demands, and the importance of staying connected to the heart of teaching—your students. Starr offers honest advice on overcoming imposter syndrome, advocating for yourself, and navigating the unexpected responsibilities that often come with leadership roles.
Whether you’re aspiring to lead your department, take on an instructional coach role, or simply want to grow your influence within your school, this episode is packed with insights to empower you to take the next step with confidence.
Tune in to discover:
• How to know when you’re ready to leave the classroom for leadership.
• Strategies for building credibility and trust with your peers.
• Ways to stay connected to students and avoid “initiative fatigue.”
• Practical tips for advocating for your goals and protecting your time.
If you’ve ever wondered whether leadership is the right move for you, this conversation will leave you inspired and ready to take action.