No Name Paper: A Teacher Podcast

220: PLCs That Actually Work with Kurtis Hewson

Episode 220: PLCs That Actually Work with Kurtis Hewson So you may know what a PLC is—or at least think you know what a PLC is. In this episode, Meghan sits down with Kurtis Hewson, co-founder of Jigsaw Learning and co-author of Collaborative Response, to unpack what meaningful collaboration actually looks like in schools—and why so many PLCs fall short. From compliance-driven meetings to action-focused collaboration, this conversation gets into the systems schools need to move from talking about students… to actually responding to them. * Why many PLCs become compliance-driven instead of impactful * The difference between collaboration and compliance in schools * Kurtis’s Collaborative Response framework and how it differs from traditional PLC models * The four layers of team structures that support student success * Why schools often become reactive (“whack-a-mole”) without strong systems * How to shift from “my students” to “our students” * The importance of using data to drive action—not just discussion * How structured collaboration can reduce unnecessary referrals and overwhelm * Why not all meetings should happen weekly—and why that matters * What makes a meeting worth attending (and one teachers try to avoid) “Good leaders solve problems. Great leaders create systems to solve problems.” Kurtis breaks down three core components: * Collaborative Structures & Processes → How teams actually meet and work together * Data & Evidence → Using information to inform decisions * Continuum of Supports → A clear system for how students are supported Most schools have: * PLCs (planning) * Support teams (intervention) * Case meetings (individual students) 👉 But many are missing the collaborative team meeting layer This is where: * teachers focus on problems of practice, not just individual students * ideas are shared across classrooms * teachers leave with specific actions to try immediately Kurtis reacts to real scenarios: * Reviewing data without changing instruction → Fake * Shared responsibility for students → Real * Meetings with no outcome → Fake * Adjusting instruction based on student needs → Real 👉 The takeaway: If nothing changes after the meeting… it wasn’t collaboration. * Start meetings with celebrations and what worked * Focus on one clear problem of practice at a time * Leave every meeting with a specific action to try * Use timers and roles to keep meetings efficient * Shift from student stories → solution-focused thinking “We do good things—say them out loud.” * Website: jigsawlearning.ca * Resources: jigsawinsider.com * Podcasts: ✨ In This Episode, We Discuss:🧠 The Big Idea🔑 Inside the Collaborative Response Model🔥 The Game Changer: The Missing Layer🎲 Featured Segment: Real PLC or Fake PLC?⚡ Real Moves You Can Use Tomorrow💡 Key Takeaway🔗 Connect with Kurtis Hewson

219: Connection Before Content with Josh Tovar

🎧 Episode ___: Connection Before Content with Josh Tovar What happens when schools stop focusing on systems—and start focusing on people? In this episode, Meghan sits down with Josh Tovar, principal of Memorial Pathway Academy in Garland, Texas—a non-traditional high school serving newcomer students and those who haven’t found success in traditional settings. With over 30 years in education and a personal story shaped by immigration, adversity, and resilience, Josh brings a leadership approach rooted in one core belief: 👉 Connection before content From supporting students learning English for the first time to helping over-age, under-credited students find a path to graduation, Josh shares what it really takes to build a culture where students feel seen, supported, and successful. * Josh’s personal journey from immigrant student to school leader * The realities students face beyond the classroom—and how that impacts learning * Why connection must come before content * How school culture can reduce discipline issues dramatically * What traditional schools often miss about struggling students * The importance of visibility, relationships, and leadership presence * How to motivate students who are behind in credits or disengaged * Why celebration and recognition are essential to student success * The role of professional development in supporting both teachers and students * How to shift from low expectations to high-impact outcomes “If you win over the kids… the adults will follow.” * Serves newcomer students speaking multiple languages * Supports students who are over-age and under-credited * Focuses on individualized pathways to graduation * Built on a culture of belonging, safety, and high expectations * Achieving near 100% graduation pathways for eligible students * “The problem in education is not the kids—it’s the adults.” * “The sin of low expectations.” * “If kids believe in you, they’ll walk on fire for you.” Josh breaks down real classroom scenarios: * Greeting students at the door → Connection * Silent classrooms → Compliance * Punishment without conversation → Compliance * Messy but engaged classrooms → Connection 👉 The takeaway: relationships drive behavior, not rules. * Greet students and build relationships intentionally * Celebrate wins—big and small—publicly and consistently * Be visible as a leader in classrooms and events * Create a culture where students feel safe to try and fail * Set high expectations—and support students to meet them * X / Instagram: @MPAspotlights * School updates: @GoJaguars * Podcast + speaking: MPASpotlights No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:💡 Key Takeaway🧠 Inside Memorial Pathway Academy🔥 Mic Drop Moments🎲 Featured Segment: Connection or Compliance?⚡ Real Moves You Can Use Tomorrow🔗 Connect with Josh Tovar🎙️ About the Podcast

218: Measuring in Love with Manny Curiel

What if the most important thing happening in your classroom… isn’t measurable? In this episode, Meghan sits down with Manny Curiel, a former classroom teacher and instructional coach who now works with educators around the world through Edpuzzle’s community team. Manny’s philosophy centers on one powerful idea: 👉 “Measure in love.” Because while schools often focus on data, scores, and outcomes, Manny reminds us that the real impact of teaching shows up in something else entirely—relationships, confidence, and how students feel about themselves as learners. From his own experience learning English alongside his students to building classrooms rooted in connection, this conversation is full of real strategies, honest stories, and a much-needed reminder that emotion drives learning. * What it means to truly “measure in love” in education * Manny’s journey from learning English → teaching → global edtech work * Why small groups and connection outperform whole-group instruction * How student behavior is often tied to emotional readiness * The importance of student voice and validation * Why engagement is more than quiet compliance * The role of fun, celebration, and classroom culture * Where edtech is helping—and where it’s overwhelming teachers * Why tools should serve the lesson, not replace it * How giving students choice and ownership increases engagement “When you take care of the heart, the brain does the rest.” Manny breaks down real classroom scenarios: * High test scores with low connection → Data * A chaotic but engaged classroom → Love * A teacher who knows every student’s story → Love * A perfect lesson with no interaction → Data 👉 The takeaway: we may be measuring the wrong things. * “Emotion drives learning.” * “Students need to feel seen, heard, and valued.” * “You don’t have control—you have connection.” * Record lessons so students can access learning anytime * Use data to guide small groups—not drive whole instruction * Give students choice in how they show learning * Build in time for emotional resets (even 5 minutes matters) * Focus on student feelings first, then content * Instagram: @mannydiscotech * Conferences & Edpuzzle community events No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:💡 Key Takeaway🎲 Featured Segment: Data or Love?🔥 Mic Drop Moments⚡ Real Classroom Moves🔗 Connect with Manny Curiel🎙️ About the Podcast

217: Teacher Burnout, Resilience, and Sustainable Impact with Dr. Julie Schmidt Hasson

Teacher Burnout, Resilience, and Sustainable Impact with Julie Schmidt Hasson What does it really take to make an impact as a teacher—and keep going long enough for it to matter? In this episode, Meghan sits down with Dr. Julie Schmidt Hasson, professor, former teacher and principal, and researcher focused on teacher impact, resilience, and sustainability in education. Julie shares insights from her research—including over 600 personal stories about teachers who made a lasting difference—and what those stories reveal about what truly matters in the classroom. From feeling safe, seen, and stretched to the reality of burnout and system pressures, this conversation explores how teachers can sustain their impact without losing themselves in the process. * What makes teachers memorable and impactful long-term * The three themes that showed up across 600+ stories: * Why burnout is both an individual AND systemic issue * The role of teacher mindset, habits, and relationships in resilience * How loss of autonomy contributes to burnout * Why asking “what’s the point?” matters more than we think * The connection between teacher engagement and student engagement * Practical “in-the-moment” tools to reset during the school day * Leadership’s role in creating sustainable environments for teachers Julie shares three quick strategies teachers can use in real time: * 📷 The Camera → Zoom in or out to shift perspective * 🔦 The Flashlight → Redirect your attention intentionally * 🫧 The Bubble → Stay present without absorbing negative energy You can make a powerful impact as a teacher—but without intentional systems and support, that impact can come at a personal cost. Julie breaks down real teacher habits: * Working every weekend → ❌ Not sustainable * Clear priorities → ✅ Sustainable * Saying yes to everything → ❌ Not sustainable * Taking a real lunch break → ✅ Sustainable * Adding initiatives without removing others → ❌ Not sustainable * “We can impact lives and still have a life.” * “Drowning people cannot help other drowning people.” * “If we don’t know the point, burnout follows.” * Website: teacherrecharge.com * Free Resource: 25 Stress Reset Tools for Educators * Programs: Schoolwide Recharge Program No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:🧠 The Reset Toolkit (Classroom-Ready)💡 Key Takeaway🎲 Featured Segment: Sustainable or Not?🔥 Mic Drop Moments🔗 Connect with Julie Schmidt Hasson🎙️ About the Podcast

216: Behavior Isn’t the Problem with Debbie Leonard & Marcey Aronson

What if behavior isn’t something to manage—but something to understand? In this episode, Meghan sits down with Debbie Leonard and Marcey Aronson, two educators who have spent their careers in the classrooms most people tend to avoid—alternative settings, severe behavior programs, and working with students navigating trauma and instability. Together, they developed the BrainZones Framework, a neuroscience-based approach that helps teachers interpret behavior as a signal rather than a discipline problem. From their early days teaching in high-intensity environments to building a system that actually works in real classrooms, this conversation is packed with practical strategies, honest stories, and a refreshing shift in how we think about student behavior. * How BrainZones started in some of the most challenging classrooms imaginable * Why behavior should be seen as a signal—not defiance * The connection between brain states, attention, and learning * How teacher energy and student behavior are deeply connected * Why “what’s my goal?” is the most important question in the moment * The five BrainZones and how they impact classroom behavior * How to shift an entire class back into a learning-ready state * The importance of relationships before redirection * Why traditional discipline approaches often escalate situations * Practical strategies teachers can use immediately Students (and adults) move through different brain states throughout the day: * 🟢 Green → Social, engaged, ready to learn * 🔵 Blue → Calm, reflective, internal thinking * 🟡 Yellow → Processing, independent work * 🟠 Orange → Stress, pressure, heightened emotion * 🔴 Red → Survival mode (fight, flight, freeze) 👉 The goal isn’t to eliminate these states—it’s to recognize and respond appropriately. “When you change how you respond, you change the entire environment.” Debbie and Marcey break down real classroom scenarios and show how to shift from reacting to behavior → to responding to what’s underneath it. * Kids aren’t trying to make your job harder * They’re responding to their environment and internal state * And teachers? We’re part of that environment * Email: team@brainzones.org * Email: marcey@brainzones.org * Email: debbie@brainzones.org Professional development and support available for schools and districts. No Name Paper: A Teacher Podcast Where teaching is more than one size fits all. ✨ In This Episode, We Discuss:🧠 The BrainZones Breakdown💡 Key Takeaway🎲 Featured Segment: Behavior or Signal?⚡ Real Classroom Truth🔗 Connect with BrainZones🎙️ About the Podcast