New View EDU

Episode 67: Leadership Through ListeningAvailable November 12, 2024We most often focus on how we are educating our students. But how are we also educating our leaders, across every level of our schools? Debra Wilson sits down with three educational leadership experts from top programs at Columbia, UPenn, and Vanderbilt to talk about the importance of listening in developing the leaders of the future, and how we can help them grow the skills and capacities to meet the evolving challenges of our times.Guests: Nicole Furlonge, Carrie Grimes, and Steve PiltchResources, Transcript, and Expanded Show NotesIn This Episode:“So for me, listening, building people's capacity and understanding around listening asa giving audience, as something that you do not because you agree with someone, but because you are giving them the dignity of space to articulate what is on their mind and heart. For me, that is both urgent work, it is important work, but it's also quite joyful work.” (10:51)“Since the pandemic, we've seen every year that there's one quote, ‘crisis’ after another. You know, you can talk about Gaza, you can talk about the potential of issues with the election, you can talk about almost everything. It used to be that those things were the exception rather than the rule. And I, for one…don't believe that's ever going to happen again. I mean, we're going to find different ways to deal with the issues, but I don't believe you're going to go through a year without something happening outside the realm of your school that's going to have direct impact in one way or another. That even if you're able to take what I'm going to call an unbiased perspective on what happens, you're going to have to deal with the wellbeing of your community around the given issues.” (17:16)“The research behind this is really powerful, that leaders who carve out intentional time– as little as five minutes a day– will experience more integration and balance in their leadership, better self-regulation in terms of their responsiveness, enhanced self-awareness, improved relationships at work, inner calm and peace. And so I think it's the idea here of just start small. And setting aside a small amount of time every day for mindfulness can have, in the aggregate, a significant impact not only on your own well-being, whether you're leading in a classroom full of first graders that are bouncing off the walls, or you're in the head's office.” (35:50)Related Episodes: 65, 62, 50, 42, 25, 20, 15, 5, 3

Episode 66: School in a Time of Hope and CynicismAvailable November 5, 2024How good are people? How much can you trust your neighbors? How much do you agree with others on fundamental values and ideals that are important to you? Sometimes it can feel like the answers to these questions skew towards the negative. But author and researcher Jamil Zaki says we’d be surprised by the reality. He sits down with Morva McDonald to talk about his book, Hope for Cynics: The Surprising Science of Human Goodness, and what his findings mean for everyone, especially school leaders, right now.Guest: Jamil ZakiResources, Transcript, and Expanded Show NotesIn This Episode:“One, during the hardest time in many people's lives, during one of the greatest disasters of the century, people didn't respond to this adversity by falling apart and focusing on themselves. They came together and found ways to help one another, which is so remarkably beautiful. But then second, most people ignored this global avalanche of human kindness, which is the sadder surprise, that our minds are tuned away from goodness even when it's all around us.” (3:17)“Having an assumption about people, even if it's a gloomy assumption, is very comfortable. You get to maybe not have faith in people, but have faith in your assumptions. Letting go of that faith and saying, I don't know what the world is like necessarily. I don't know what the future holds. I don't know what this person is like, is uncomfortable. But it's that courage to be humble about what we know and what we don't know that is the beginning of learning.” (13:54)“One, we as a country are far less divided than we think we are. I am in no way here minimizing real extremism, real political violence and real risk to human rights in this country. I think we're in a very scary time. But if you look at what people actually want, even their views on different issues, we're much closer together than I think the media and even politicians want us to realize that we are. We are being told the story of extreme division when reality is that we are divided, but not that much, and that there are many things that we have in common in terms of our values and what we want.” (31:19)Related Episodes: 64, 62, 54, 44, 37, 32, 17, 15

Episode 35: The Relationship Between Emotions and LearningSocial-emotional learning and student wellbeing are increasingly showing up as priorities for schools. But what if research could prove that looking out for the emotional components of teaching and learning aren’t just important for mental health, but actually essential for academic growth? That’s the central premise of Dr. Mary Helen Immordino-Yang’s research, and she’s ready to make the case that emotions are vitally linked to our ability to learn.Guest: Dr. Mary Helen Immordino-YangResources, Transcript, and Expanded Show NotesIn This Episode:“The whole rest of the brain, the deeper thinking, the emotion regulation, the engaging with other people, the social meaning making, the sense of self. All of these kinds of very basic systems that are fundamental to being a good human are not predicted by, or even associated with, IQ. They are predicted by this, this what we're calling transcendent thinking… So how do we get kids to think that way?” (9:50)“It's literally neurobiologically impossible to think deeply about information for which you have no emotional reason or context to engage.” (12:09)“We're not installing information into a person like a squirrel, like, stashing away its nuts, right? What we're doing is inviting a person to engage actively with an orchestrated set of materials and content in a way that will help facilitate them naturally coming to realize what matters there, and the power of those tools for understanding something important about ideas and the world.”  (21:12)Related Episodes: 32, 18, 16, 5, 3

Episode 65: Leadership and Design for the Future of SchoolsAvailable October 22, 2024Being a school leader is a complex job, and it has only grown in its scope and challenges in recent years. How can we develop our capacities as reflective changemakers, dynamic leaders, and future-focused thinkers in a culture that often demands we be reactive rather than proactive? Carla Silver, Executive Director of Leadership + Design, has been partnering with schools for over 15 years to help create cultures of learning and foster human-centered design thinking. She sits down with host Morva McDonald to discuss her views on leadership and where schools are headed.Guest: Carla SilverResources, Transcript, and Expanded Show NotesIn This Episode:“Really since the internet, things are changing so rapidly. And teaching and learning is having to change to keep up with those technological changes. So change is just rapid. And so that means that school leaders have to be way more flexible. They have to be way more comfortable with ambiguity and uncertainty. You throw in things like a global pandemic, and the second thing I think that's happening is that heads of schools, and school leaders in general, are being asked to respond to so many external events in ways that they hadn't in the past.” (9:21)“We don't necessarily define ‘leader’ as someone who necessarily has positional authority. I mean, obviously that's the most common definition. You think about someone who has a position or a title, but some of the most effective leaders that we work with… they're actually classroom teachers and they don't necessarily want to leave the classroom. They actually want to influence change from that position. And so I think it's really important to think about the fact that when we talk about leaders, we think about anyone who's really trying to mobilize other people to make change, to manage adaptive work, adaptive challenges.” (15:22)“One of the things we really try to help leaders of all different backgrounds and genders and race and ethnicities think about is, how do they lead with their own signature presence? Which is, what are the things that they, where they naturally feel really gifted and in the flow and how do they amplify those qualities and be attentive to them instead of trying to necessarily come from a deficit model of leadership, where I'm not good at this or I'm not good at that, but rather where are you naturally really gifted as a leader, and how do you build more of that in your life?” (22:25)Related Episodes:  64, 56, 42, 38, 25, 20, 9, 5

Episode 64: Pluralism in EducationAvailable October 15, 2024Navigating polarities and fostering respectful dialogue are responsibilities that weigh heavy on many school leaders right now. How, in the current social and political climate, can we build bridges of cooperation rather than creating further barriers that divide us? How can we create space for people to voice ideas and opinions while balancing our very real obligations to nurture student safety and wellbeing? Eboo Patel, author and Director of Interfaith America, sits down with NAIS President Debra Wilson to talk about his work on the role of pluralism in schools.Guest: Eboo PatelResources, Transcript, and Expanded Show NotesIn This Episode:“Diversity is a treasure. Identity is a source of pride, not a status of victimization. Cooperation is better than division. Faith is a bridge. Everybody's a contributor.” (4:49)“It is an exercise of citizenship in a diverse democracy to come to know something about your fellow citizens who are from different identities, including different political parties, including different regions of the world, and from different intellectual frameworks and maybe of different values. I mean, you know, did I think diversity was just the differences I liked?” (16:00)“If there's anything that a school should be, it should be a place that is immune to the kind of ideologies that shut down the conversation. I want to quote John Courtney Murray again. I think it's so powerful. He says, civilization is living and talking together. That is the definition of civilization. And the definition of the barbarian is the person who shuts down the conversation. And the introduction of ideologies that shut down conversations about, for example, how people from different identities should relate to one another.” (21:41)“If you're United Airlines, and you're hiring a graduate from Embry Riddle aeronautical university, you are pretty sure that person can fly a plane. If I hire a graduate from The Lab School or Latin School or Parker, these are elite independent schools in my city of Chicago, what should I be confident that graduate can do? And I think a head of school should say, my graduate can navigate pluralism.” (25:12)Related Episodes: 37, 30, 29, 22, 17, 7, 4

A Special Re-Broadcast: Episode 40, Student Voice and Agency in EducationIn honor of the departure of our original New View EDU host Tim Fish after 60 episodes, we’re pausing to share one of his favorite episodes of the podcast. Tim delighted in speaking with students, and was especially enthusiastic about this interview with two students from One Stone School in Boise, Idaho. We hope you’ll enjoy revisiting this episode with us. Stay tuned for our return to new programming next week, when Debra Wilson sits down with Eboo Patel of Interfaith America.Guests: Ella Cornett and Mackenzie LinkResources, Transcript, and Expanded Show NotesIn This Episode:“To go back to the question of what should school be, I feel like learners and students should come out of school with that sense of purpose. And that's, that really resonates with me because I feel like that's what I want out of school. I wanna leave school and kind of know what I wanna do and who I wanna be in the world.” (21:39)“I would describe my stress...less so stress. I would call it ambition. Like, I think the weight of ambition sits heavy on my shoulders because I strive for the, like, the next best thing I wanna keep doing. I wanna keep going, I wanna keep pushing. And One Stone really allows me to do that and empowers me to do that.” (26:24)“It's that pushing students, the healthy balance of pushing students. And this is where great coaching comes in. And great mentorship is, you do have to find the thing that students care about and relate it, everything that you're doing, to that. And then we're in the home stretch.” (29:57)“It's easy if you let it be easy, in the sense that if you don't want to grow, if you don't try to grow, you won't. Just like a student in public school that doesn't try, they won't get a good GPA. But that's not the motivation here. The motivation here for us is to grow. So if a student doesn't want to grow, how can they?” (39:44)Related Episodes: 36, 34, 27, 23, 18

Episode 63: Building Academic ResilienceAvailable October 1, 2024Resilience is a hot topic in education. We wonder whether our students display enough of it, how we can help them build it, and whether resilience alone is enough to help kids thrive in an increasingly demanding and uncertain world. But what if we need to expand our thinking beyond building resilience in individuals, and start considering a systems-based approach instead? That’s what Megan Kennedy is exploring with her team at the UW Resilience Lab.Guest: Megan KennedyResources, Transcript, and Expanded Show NotesIn This Episode:“These skills and mindsets have a primary kind of effect on their own ability to cope with stress and cope, like have some resilience, both individual resilience and to build sort of team or organizational resilience in the work. Because oftentimes I'll teach these groups to organizations as a whole. For example, an entire school or college, or to a full team, so that they're learning these skills and mindsets in community. And then that gets reinforced in their like team meetings and in their relationships. And if you can imagine that to scale, all of a sudden, you have all these schools and colleges across campus that have learned these skills and mindsets in community, and then that grows.” (16:54)“We could still maybe explore this concept of how do we not just spiral up the social and emotional learning from kindergarten to 12th grade, but how do we actually extend that into the university? So what's happening in the K -12 system helps support students as they transition into college. And what we are teaching in college is really building off the skills and mindsets that the students have been learning kind of all the way up. So I've spent some time in my career really interested in a collective impact approach. How do we work together around common issues and be working in a really aligned and coordinated way? So this idea of having the K-12 system and the university system more seamless around social emotional learning is, I think, a really interesting and cool opportunity.” (24:29)“I don't suggest that that's an easy thing. Collective impact never is. But I think that on the table would be a lot of conversations about the competitive nature of things. And it's interesting that we're in a time where the need to be collaborative and work across differences and come to the table and be able to manage our emotions when we have different perspectives and different ideas, because the issues are really challenging, is more important than ever.” (30:57)Related Episodes: 60, 59, 51, 48, 29, 22, 19, 3

Episode 62: Wisdom RoadIf you had an RV full of gas and the opportunity to spend months traveling anywhere you wanted to go, what journeys would you take? It sounds like some sort of icebreaker question, but for Grant Lichtman, it was a passion project that became the Wisdom Road. He traveled North America in search of perspectives, traditions, and knowledge our society is in danger of losing, and he’s sharing his experience with New View EDU host Debra Wilson.Guest: Grant LichtmanResources, Transcript, and Expanded Show NotesIn This Episode:“There was also something about the idea that we in America must still share some strong and powerful things that we agree on, or we wouldn't probably still be a country that has hung together well. And yet we know we're existing in a time of incredible divisiveness. And could I find the reasons for that by talking with people, not the people we hear from all the time on the evening news or our social influencers or our social media feed, but just regular folks?” (6:08)“Let me tell you, it only took a week or two and shedding that responsibility, or shedding that feeling, that I needed to get my point across, that I needed to somehow debate people, was one of the great releases of my entire life…To be in a situation where my only role was to say, no matter what people told me, my only role was to say, thank you so much. And could you tell me more about that? Or can we explore more why you think that?…I was not in a position of having to do what I'd done my whole life, which is defend or argue or debate or any of that stuff.” (18:10)“I believe there is nothing more important for educators to focus on than teaching ourselves and our students, not in one class your freshman year in high school, but deeply embedding into our system of education, how to go about having and maintaining civility and civil conversations and civil discourse with the quote unquote ‘other.’” (33:01)Related Episodes:  55, 50, 46, 37, 32, 24, 17,15, 9, 4

Episode 61: Reflecting on 60 Episodes of New View EDUFor the past six seasons, Tim Fish has been the voice of New View EDU. Now that he has departed from his role at NAIS to start his own firm, NAIS President Debra Wilson and Vice President of Leadership and Governance Morva McDonald will be taking the reins. But first, Debra sits down with Tim to reflect on his sixty episodes of the podcast, what he’s learned from his long career working in education, and what he thinks may be next for independent schools.Guest: Tim FishResources, Transcript, and Expanded Show NotesIn This Episode:“When flow is present, when those things are present, when you have agency, when you care, like it's actually really good for self-efficacy and it lowers depression and it gives you more self-worth and it makes you like, so all like those good things we want about wellbeing, they happen when we're in this environment. And so for me, it's this thinking about, as school leaders, how do we design the environment, how do we create the context for these things we want to see with young people to emerge? That's what I'm really interested in.” (7:23)“In my head, I almost think about AI as a time machine. And I don't mean something that transports us to the past or the future. I mean something that manufactures time. So we think about it, It's the number one thing. For all my career, 30 plus years, whenever we talk about, wouldn't it be great if we could do this, this, or this? Yeah, but I don't have any time. I have no time. Give me more time and I'll be able to do that. Well, I'm like, AI can actually give us more time.” (21:58)“My sense is that parents are often stuck in something I call old excellence…And I think that in the age of AI, in the age of where we are and just everything going on, I don't think old excellence has the relevance it has. But I also find that parents don't imagine or ask for new excellence that's highly engaged, based in wellbeing, high agency, teacher as an architect and designer, more get out of the way... we have to help the parents walk across the bridge from old excellence to new excellence.” (27:55)Related Episodes: 60, 59, 56, 52, 47, 45, 40, 35, 33, 31, 23, 21