Hello everyone! We hear about it everywhere…The test. Whatever state you're in might change what test you're talking about, but it follows us. It infects our teaching, our conversations, and even how we view our jobs. But is standardized testing as bad as so many make it out to be? Let's find out. Jeff Farely, a Texas principal, has a lot to say on the matter. He tackles why standardized testing exists, how teachers should think about it, and spends a considerable amount of time unpacking the loaded language we use when talking about "the test." You'll want to listen to this episode, and then share it with every educator you can. Jeff gives us an insight much needed in our job.

What happens after we name the problem—but still aren't sure what to do about it? In Part 2 of this conversation on Teach Me, Teacher, I continue my discussion with Jacob Adams, founder and executive director of Inner Spark Learning Lab, moving from diagnosis into action. If Part 1 unpacked the Disconnection Crisis in education, this episode is about what it actually looks like to respond to it inside real schools, with real constraints. We go deeper into the practical side of building connection—not as a buzzword, but as a design principle. Jacob shares concrete ways schools can begin shifting culture, from rethinking daily structures and adult-student interactions to creating spaces where student voice isn't just heard, but shapes the experience of learning. This isn't about adding another initiative. It's about fundamentally reworking how schools operate so that connection becomes the foundation, not the afterthought. We also wrestle with the tension educators feel every day: how do you prioritize relationships and relevance in systems still driven by compliance, testing, and outcomes? What can teachers and leaders actually do tomorrow, even if the larger system hasn't changed yet? If you found yourself nodding along in Part 1, this episode gives you a place to start. It's honest about the challenges, but grounded in real examples of what's possible when schools commit to going deeper instead of just doing more. Because if disconnection is the root issue, then the work ahead isn't just to understand it—it's to rebuild something better in its place.

What happens when the biggest problems in education—chronic absenteeism, failing grades, teacher burnout, and families leaving schools—aren't actually the core issues at all? In this episode of Teach Me, Teacher, I sit down with Jacob Adams, founder and executive director of Inner Spark Learning Lab, to explore what he calls the Disconnection Crisis in education. Check out their Inside Out Summit. March 19- 9:00-1:00 PT. Free virtual conference for folks who want to transform education from the inside out. For years, schools have chased outcomes—attendance rates, test scores, graduation numbers—while layering on interventions meant to fix them. But what if those outcomes are only symptoms of something deeper? Jacob argues that underneath many of the challenges educators face today is a growing sense of disconnection between students, families, educators, and the institutions meant to serve them. Drawing from nearly a decade of work with more than 40,000 Black and Brown young people in South Central and East Los Angeles, Jacob shares how his organization has focused not on scaling fast, but on going deep—rethinking learning environments from inside existing schools. The work centers on a simple but powerful idea: if students don't feel connected to their school, no intervention will stick. Throughout the conversation, we dig into why so many well-intentioned reforms fall short, what educators often miss when trying to improve student outcomes, and how shifting the focus from "fixing students" to redesigning the learning environment can transform the culture of a school. Jacob also challenges some of the dominant narratives in education reform, pushing us to ask whether we're even asking the right questions in the first place. Instead of focusing solely on performance metrics, what might happen if we prioritized relevance, relationships, and student voice? For educators feeling the strain of the current moment, this episode offers both a critique of the systems we work within and a hopeful look at what schools could become when connection moves to the center of the work. If we want schools to truly work for students, families, and teachers, the real question might not be how we fix outcomes—but how we rebuild connection. Listen in.

Hello everyone! I hope you are ready for some AMAZING content today, because I have brought on one of my favorite educators in the literacy space, Martin Brandt, to discuss his book Between the Commas, and how to use writing instruction that WORKS! In this talk, we discuss: That writing is more than just responses to questions and essays How to achieve sentence focus The power of writing instruction that frees students from artificial constraints …and much more! For this episode, I just wanted a pure talk about teaching writing. And that's what it is! Enjoy! NOTE: This episode originally appeared as #159 of the podcast.

Hello everyone! I hope you are ready for some AMAZING content today, because I have brought on one of my favorite educators in the literacy space, Martin Brandt, to discuss his book Between the Commas, and how to use writing instruction that WORKS! In this talk, we discuss: That writing is more than just responses to questions and essays How to achieve sentence focus The power of writing instruction that frees students from artificial constraints …and much more! For this episode, I just wanted a pure talk about teaching writing. And that's what it is! Enjoy! NOTE: This episode originally appeared as #158 of the podcast.

This week on Teach Me, Teacher, Jacob sits down with lifelong educator and friend Pam Ochoa — former cohost of the Craft & Draft podcast — who has stepped back into the high school classroom after retirement. Why now? What pulled her back? Together, they wrestle with big questions facing the profession: Where has quality professional development gone? Has the era of student voice and choice quietly faded? And what happens to schools when the champions of that work leave? Jacob and Pam dig into real data from schools where student voice and choice once thrived — and examine what happened after they stepped away. The results are sobering. This is part 2 of the discussion from last week. This is an honest, sometimes uncomfortable conversation about leadership, sustainability, and whether we're losing something essential in today's classrooms. If you care about student agency, teacher autonomy, and the future of the profession — this episode is for you.

This week on Teach Me, Teacher, Jacob sits down with lifelong educator and friend Pam Ochoa — former cohost of the Craft & Draft podcast — who has stepped back into the high school classroom after retirement. Why now? What pulled her back? Together, they wrestle with big questions facing the profession: Where has quality professional development gone? Has the era of student voice and choice quietly faded? And what happens to schools when the champions of that work leave? Jacob and Pam dig into real data from schools where student voice and choice once thrived — and examine what happened after they stepped away. The results are sobering. This is an honest, sometimes uncomfortable conversation about leadership, sustainability, and whether we're losing something essential in today's classrooms. If you care about student agency, teacher autonomy, and the future of the profession — this episode is for you.

Hello everyone! I wanted to talk about behavior and better ways we can respond as teachers. To do so, I brought on the amazing Ms. Chyna, a behavioral special education teacher, otherwise known as @especiallysped on Instagram. In this talk, we set the stage for how we should be thinking about behavioral issues in the class, and then move on to discuss ineffective and effective ways to deal with such problems. But most importantly, we discuss why humanizing our interactions with our most challenging students can be the real difference.

Hello everyone. What we do as educators has meaning, and the lives that we interact with and that affect us are just as powerful as what we offer them.  Unfortunately, one of my previous students lost her life in the last few weeks, and I wanted to take the time to give my respects, solid her impact, and share her wonder with the audience.   

I am thrilled to welcome back sociologist and education thought-leader Dr. Anindya Kundu for a powerful conversation about what it truly takes to lead schools and communities toward meaningful change. You may remember Anindya from our earlier discussions on systemic inequality and student agency. In this return visit, we go deeper into why traditional models of leadership no longer serve our schools — and how we must evolve our approaches to meet the challenges of today's educational landscape. If you missed part one, check it out here first.      Anindya's new book, Transforming Educational Leadership: Non-Traditional Narratives to Promote Equity in Uncertain Times, offers a compelling roadmap for rethinking leadership in education by elevating the voices and experiences of students, educators, families, and leaders who are leading in new ways. Drawing from narrative research and sociological insight, he challenges the idea that leadership is something done topeople and reframes it as a collective practice. In this conversation, we explore: Why educational leadership must move beyond managerial efficiency How stories from multiple stakeholders help us understand what real leadership looks like in unsettled times How we got to where we are today with the lack of trust in public education Whether you're an educator, administrator, parent, or advocate, this episode will challenge how you think about leadership and inspire you to engage in the higher-order work of transforming systems, not just coping with them.