How Teachers Can Be Leaders. Season 1, Episode 6

Welcome to Season 1, Episode 6 of The Book Love Foundation Podcast! And thank you for joining us in this celebration of teaching and the joy of learning.

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Episode 6 Show notes

We're going to talk about leadership in teaching, but maybe not in the way you think. In the words of Sadie Nardini, Becoming a master takes stubbornness, dedication, and focus. And it starts right now. Transformation was, is, and always will be a DIY–a do-it-yourself process.  I was struck by how much that mirrors teacher professional development. We can't wait for someone else to develop us–we are in charge of how we grow. Teaching is always a draft–always an approximation–but just like with the young writers we teach, we want each draft to show evidence of revision and improvement.After 31 years of teaching, I'm always hoping next year I will be a better teacher–next week, even. As Lolly Daskal, President and CEO of Lead from Within says, Leading is about striving to become better than we are, and helping everything and everyone around us to become better too. And in this episode, we explore what that means for teachers.

If you want to know more about the Book Love Foundation, please visit booklovefoundation.org. We are currently reading applications and struggling to decide which classrooms we will fund this year. We could sure use your help. Any contribution will help us. 100% of donations go to teachers we know will put books into kids hands. Thank you for believing how important that work is.
Penny

CONVERSATION SEGMENT

The Interviews

Beth Hughes teaches high school English at Massachusetts’ Wakefield Memorial High School. You can find her on Twitter @MsBethHughes, read about her musings on lifelong learning at msbethhughes.org and her passion to reintroduce her students to reading at fortheloveofreading.org, or email her at [e-mail].
Rebekah Hess is a high school teacher at Rock Ridge High School in Ashburn, Virginia and is a teacher consultant for the Shenandoah Valley Writing Project. When she isn t teaching English, she is choreographing for the Rock Ridge Performing Arts musical productions. She can be reached on Twitter @MissHessEnglish or through email at [e-mail]
Jennifer Brinkmeyer teaches Reading Strategies and English 9 at Iowa City High School and serves as language arts curriculum coordinator for the district. In 2014, she received UChicago's Outstanding Educator Award. She regularly presents at Iowa Council Teachers of English conferences.  You can also follow her on Twitter @jjbrinkmeyer and email: [e-mail]
Erica Beaton currently teaches history and English at Cedar Springs High School in west Michigan. She blogs at EricaLeeBeaton.com and can be reached on Twitter at @EricaLeeBeaton.
Melissa Sawyer is a high school English teacher at Martin Luther King Jr. Career Campus in Cleveland, Ohio. She can be reached at [e-mail] or on Twitter at @MelSaw013.
Kevin English currently teaches English at Wayne Memorial High School in southeast Michigan and is a teacher consultant for the Eastern Michigan Writing Project. He can be reached on Twitter at @kevinmenglish or by email at [e-mail].
Julie Jarriel is currently in her third year teaching ninth grade English at Wade Hampton High School in Greenville, South Carolina. She can be reached by email at [e-mail].

Other Resources

Write Beside Them, by Penny Kittle

Book Love, by Penny Kittle

The Book Whisperer, by Donalyn Miller

National Council of Teachers of English (NCTE)

International Literacy Association (ILA)

National Writing Project (NWP)

Lolly Daskal of Lead from Within is @LollyDaskal

Sadie Nardini is @sadienardini

BOOK TALK

Here are the books from this episode s book talk, courtesy of Kristinia Haney:

We Were Here, by Matt de la Pena

Mexican White Boy, by Matt de la Pena

Matt de la Pena s web site:  http://mattdelapena.com/

Matt s recent essay for NPR:  Sometimes The ‘Tough Teen’ Is Quietly Writing Stories

Matt on Twitter: @mattdelapena

STUDENT STORY

This episode s student story was from Serena Kessler.

The books mentioned in her story were:

Lightning Thief and the Percy Jackson series, by Rick Riordan

I am Malala, by Malala Yousafzai and Christina Lamb

Serena Kessler is a high school English teacher at Romulus High School in Romulus, Michigan.  She blogs at wholechildren.wordpress.com and can be reached by email at [e-mail].

Thank you for listening to the The Book Love Foundation Podcast. If you enjoyed listening, please share it with a colleague or two.

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Creators and Guests

Host

Penny Kittle

BH

Guest

Beth Hughes

Teaches high school English at Wakefield Memorial High School in MA.

EB

Guest

Erica Beaton

Teaches History and English at Cedar Springs High School in west Michigan.

JB

Guest

Jennifer Brinkmeyer

Teaches Reading Strategies and English 9 at Iowa City High School and is a language arts curriculum coordinator for the district.

JJ

Guest

Julie Jarriel

Teaches ninth grade English at Wade Hampton High School in Greenville, SC.

KE

Guest

Kevin English

Teaches English at Wayne Memorial High School in southeast Michigan and is a teacher consultant for the Eastern Michigan Writing Project.

KH

Guest

Kristinia Haney

MS

Guest

Melissa Sawyer

Teaches High School English at Martin Luther King Jr. Career Campus in Cleveland, OH.

RH

Guest

Rebekah Hess

Teaches at Rock Ridge High School in Ashburn, VA and is a teacher consultant for the Shenandoah Valley Writing Project.

SK

Guest

Serena Kessler

A high school English teacher at Romulus High School in Romulus, MI.

What is The Book Love Foundation Podcast?

Celebrate the joy of reading with the Book Love Foundation podcast. This is a show filled with information and inspiration from teachers and leaders across grade levels, states, and school systems. We interviewed authors and educators for the first five years and now turn our attention to leaders in public, private, and charter schools. Find out more at booklovefoundation.org or join our book-love-community.mn.co of 2500 educators from 28 countries. We sustain joy together, one kid and one book at a time.

Penny Kittle 0:00
The book Love foundation podcast is produced by the teacher learning sessions, connecting teachers with ideas, experts and each other.

Julie Jarriel 0:16
People often times assume when students get to high school, they already know how to read, and they don't need any of this time for independent reading or any of these strategies for becoming better readers, which is so very untrue that I saw some areas of need in my high school and wanted to start taking steps towards engaging with my administration and teachers to just honestly build awareness of the importance of literacy and independent reading in the high school level.

Penny Kittle 0:48
Welcome back to the book, Love foundation podcast, I'm Penny Kittle and I'm your host. Today we're going to talk about leadership in teaching, and maybe not in the way you've thought about it before. I believe that we need communities of practice and teaching. We need each other. We're stronger together. We just don't teach as well when we're Lone Rangers. I know because I tried it for years. I believe teachers are complex and unique and beautifully made, and we're made for this hard work, but our continual improvement rests on how we reach towards that next draft of our work. The teachers I know understand that joy and rigor are dependent on curiosity and interest in our students and in ourselves, we have to be curious about our work. Teacher leaders reach out, draw people in and help everyone get stronger. Sadie Nardini, who's helping me survive this New Hampshire winter with Daily Online yoga wrote in a blog, becoming a master takes stubbornness, dedication and focus, and it starts right now. Transformation was, is and always will be a DIY, a do it yourself process. I was struck by how much that mirrors teacher professional development. We can't wait for someone else to develop us. We are in charge of how we grow. Teaching is always a draft, always an approximation, but just like with the young writers, we teach, we want each draft to show evidence of revision and improvement. You know that you're listening to this podcast, and no doubt you are on your own continual improvement plan as a teacher, after 31 years in teaching, I'm always hoping next year I will be better next week even I also believe that happiness and contentment in teaching comes from the work itself. We commit to something big and significant, sometimes that's leading your colleagues to study reading or a personal mission to bring rich reading experiences to every student in the school. Or you might be ready to submit a proposal to a local or even a national conference, highly recommend it. It is the sense of moving forward that makes you a leader. You're reaching. You're not content to stay in place. And movement creates energy. It creates happiness, a sense of mission and significance. Our book club Foundation grant winners are teacher leaders. They're moving their work forward through continual study and refinement. They are revising their teaching lives. I know you will enjoy listening to some of their stories today. Joining me is Kevin Carlson from the teacher learning sessions.

Moderator 3:58
Today's conversation starts at the end.

Penny Kittle 4:03
Beth, it's been such a treat to talk to you.

Moderator 4:05
This is Penny wrapping up her conversation with Beth. Hughes a book Love award winner from Wakefield, Massachusetts.

Beth Hughes 4:12
I have one question for you. Okay, there's a lot of people that think that this is Malarkey, so I didn't know if you've ever encountered that with your your colleagues at one point, years ago, and people, I mean, I I can't even believe you got the whole school to be doing that reading that that's amazing to me. So I think everyone thinks that's really great, that that's working for you. What? How do you deal with colleagues that are just naysayers?

Penny Kittle 4:36
Yeah, I think, and I would, I would make that present tense, I still have plenty of colleagues who are naysayers, both in the professional development work I do and in my own building.

Moderator 4:46
That's Penny Kittle saying she encounters naysayers all the time, even some in her own school, if that's her experience, what does it take for a teacher to lead a revolution in her own classroom? Even to challenge herself to present at literacy conferences in the larger world, it takes a willingness to risk. That isn't easy, but as Danny Wallace says, sometimes it's riskier not to take a risk. Sometimes all you're guaranteeing is that things will stay the same. We can't let things stay the same when we have so many teenagers who confess that they no longer read. They're sitting in classrooms all over the country waiting for teachers to show them the power of words on the page, and as we know, engaged reading is a powerful predictor of life success by any measure. But that doesn't mean that leading change in your classroom or your school is going to be easy. Today's podcast will introduce you to book Love Foundation grant winners who are leaders first. Let's define some ways that teachers can be leaders. Here are three broad categories, and people certainly can fit into more than one of them. First, a leader within the classroom, inside the reading writing workshop, the kind of teacher who leads students by example. This is Rebecca Hess

Rebekah Hess 6:16
working alongside my students and developing my writing with them and showing them that I'm struggling in some of the same areas that they are. I'm just a little further down the road, and I've come back to this struggle again. They find that encouraging when I am willing to open up and share that experience.

Moderator 6:34
A leader can work to create change in a school or throughout the school district, working with colleagues to study the challenges of reaching readers here, Jen brinkmeyer shares her perspective on convincing peers to adopt book choice in English class,

Julie Jarriel 6:50
it doesn't work to ram, you know, Ram something down somebody's throat that, like you found the right way to do something or, you know, that's just not a helpful way to go about it. But other teachers saw the success I was having, because they would talk to me about, you know, my students aren't reading, oh, they're reading a they get a free choice book this trimester one, and it's not going very well. And I have students reading upwards of 20,000 pages a trimester. And so being able to kind of say, well, I mean, it's working, and to be able to give some some tips has has really helped our department grow. A lot of people have moved away from just going through a series of whole class novels the whole year to some really robust independent reading programs, and I think that's only going to pay dividends for our students in terms of their reading, love and stamina and really just getting to know a lot of good books.

Erica Beaton 7:45
To hear my science teachers say, Well, how do I how do I get the books?

Moderator 7:51
This is Erica Beaton on the challenges of working with colleagues who teach other subject areas and may not feel comfortable helping match kids to books, even

Erica Beaton 8:00
if they have the heart and they say, This is what's important. The acquisition of books, it's so hard.

Moderator 8:06
But when it comes to fostering independent reading as an English teacher or a teacher of any other subject, the point isn't perfection. The point is progress.

Erica Beaton 8:16
You know, we don't have library science degrees to know, oh, you know, I need this type of book, and this is where I find good lists and this and that.

Penny Kittle 8:25
And I'm glad the science teacher came to you, because you can give good advice.

Erica Beaton 8:29
Yeah, he's he's just a gem. He's been really exciting to have as an addition to our team.

Moderator 8:34
A teacher can also be a leader beyond the classroom, sharing thoughts and ideas through presentations. This is Julie Jarrell.

Julie Jarriel 8:42
People oftentimes assume when students get to high school, they already know how to read, and they don't need any of these or any of this time for independent reading, or any of these strategies for becoming better readers, which is so very untrue that I felt like I saw some areas of need and in my high school, and wanted to start taking steps towards engaging with my administration and teachers to to just honestly build awareness of the importance of literacy and independent reading In the high school level.

Moderator 9:21
All three of these styles of leadership advance the work in literacy that we need, whether a teacher leads within the classroom, between classrooms or beyond the classroom, one isn't better or more important than the other, but what they have in common, what their shared foundation is built upon, is that teachers, who are leaders, do for themselves what they expect from their students. They read, they write, they share their thinking with others. Here is Penny with Melissa Sawyer, a teacher early in her career who has taken a strong role in fostering and building an environment of independent reading. Throughout her school, you

Penny Kittle 10:01
said you're a second year teacher, and I'm really curious how you came about all of this thinking about reading, etc. I mean, was it through professional development that you were doing, or is it just on your own?

Melissa Sawyer 10:13
Although my district does send me on a ton of professional development opportunities, it's been through like my through my own reading, that has kind of opened the window for independent reading. In class, I read your book right beside me. I think it was in grad school, and then that kind of led me to the book Love, and I read Donna Lynn Miller's the book whisperer. So it's been through more my own research and my own reading that I developed passion for, including independent reading, and I

Penny Kittle 10:48
think that's kind of ironic. You know, it's through my own reading that I found my passion for independent reading, but it's true. I think that as teachers, we have to seek a lot of what we're after, simply because a lot of the professional development in my school is more general. It's not content specific, because we're a high school, and there are so many content areas. So I do find that, you know, I surround myself with people that are passionate about what we're doing and are really willing to ask hard questions and try to find answers and not blame kids and not blame our situation, but simply say, this is something we can figure out. I love that I always I feel like I rise next to people who are trying and seeking answers, not coming up with reasons why it can't work.

Kevin English 11:33
Teachers really like to know that other people are wondering about similar topics and that and that the answers aren't so clear.

Moderator 11:40
This is Kevin English, who teaches outside of Detroit, and in 2015 was named the 30 under 30 literacy champion by the International Literacy Association. Kevin has presented at NCTE and in other professional settings as well.

Kevin English 11:57
I'm thinking to my most recent session at NCTE, which is called doing more isn't doing better, how to be a teacher and have a life. And we didn't really offer any answers, but it turned into this session of kind of, you know, knowing we're not alone. And I think that's been, that's been career saving in a way that other things you know aren't you know when so many directives are placed on us, that my membership in NCTE and Ira and mcte, that that those are people I can turn to, especially the Writing Project too, when, when I have questions in ways that you know, I know that that aren't simply, or that aren't answered simply, but that really are quite complex. And I know that that conversation, you know will take more, will go beyond just an hour, that it's something that will keep going and that's sustaining for me.

Penny Kittle 12:59
Oh, it absolutely is part of what you're naming there is how intellectually rigorous the work of teaching is, and how we need like minded colleagues who want to embrace that, the difficulty and the no right answer. But what's the answer that's working for me now, thinking and then to really dig in and say, this just isn't going the way I want it to. What do you think I should do next? And we need people like that around us, or else we're going to get lost in this work. It is relentless.

Kevin English 13:32
It's so difficult to admit that something isn't working out the way we want it to, because, you know, we'll we're kind of, you know, teachers are under scrutiny, that if we're not perfect, if we're not working harder, you know, then it is kind of like it's our fault. It's kind of that, that bootstraps mentality in a way, that that if we show weakness, then we're not good enough.

Moderator 13:53
It takes confidence to lead change. Here's more from Rebecca Hess and how she became more confident as a writer, and in turn, how that helped her students in writing workshop.

Rebekah Hess 14:04
I was in the Shenandoah Valley writing project last summer, and that was really an amazing experience those four weeks, working with other teachers, not just English teachers, but all teachers, and all subjects like we had history teachers, math teachers, librarians, think we had a science teacher as well, all interested in writing and developing writing, and I learned so much, and that really aided coming into this school year and thinking about writing differently, because there were so many strategies and such a focus on developing authentic writing and developing as a writer myself, I've found that seeing myself as a writer through that process of going through that cohort, made a huge difference in how I approach writing in my classroom, the writing project really allowed me to explore that and practice first, before I went into the classroom and was that vulnerable in front of myself. Students and sharing my writing and opening up in that way

Penny Kittle 15:03
that's beautiful. And more people credit the National Writing Project than any other professional development I can think of. And I think that it's primarily because you're there with colleagues, learning how to do what you need to teach, yes, and you have enough time to really explore how you work as a writer.

Rebekah Hess 15:22
Yeah, I think, and a lot of the strategies that I experienced going through that program and was able to bring back into my classroom and incorporate have proved just to be so effective.

Moderator 15:34
So we've met teachers today who lead within between and beyond their classrooms, and we've seen that when they follow the same practices for themselves that they foster in their students, they grow both personally and professionally. But let's turn back now to where we started with Penny responding to Beth, about colleagues who are not leaders, but instead our naysayers.

Penny Kittle 15:59
I think that the biggest challenge is we don't sit and pursue these questions deeply enough as teachers. I read 30 books on the teaching of reading and on reading research in order to write book Love, and we don't do that as professionals. And so when you encounter a question and you come up with a really short answer, yeah, but then they won't all read Canterbury Tales, okay, but if we stay with that thinking and really push back on how many kids are reading it, what does it mean if they're not reading it and all of that, we just don't tend to take the time in our individual schools to really pursue the answers to all those questions. So the places where the work is having the most success, where whole schools have been transformed is when they all read the book together, book Love, or start with read aside or something, and start asking questions in their own department, and then choosing a path to really look at it together, because otherwise you end up divided, and having been in a divided building since I first started doing the thinking about this 16 years ago. It's it can be very challenging to work together when you come from very different places, belief systems. And in my mind, our mission is to create kids who will read and write for life and will feel empowered. They'll be confident and independent. And you know, this world has changed, and so I usually will take the time to say, Okay, I'm standing at my door on Hall duty, and kids are coming down the hall on their phones checking in on what happened in chapter three. So we can talk about that when we get to class. And that's just not reading, right? So one of my girls this year in research writing. A senior said that, you know, their summer reading homework for me was to read 10 books to prepare for this advanced research class in the fall, and they could read any 10 books they wanted. But I had suggestions for them, and I wanted it to be a blend of fiction and nonfiction. And so several of the kids came for suggestions. One of them was this girl, Bella, and she said to me the other day, you know, I took the S, A, T in the spring, and then I took it in the fall, and after reading those 10 books this summer, I went up 200 points in critical reading. And she said, I know what the difference was. It's exactly what you said. The difference is I finished the test that I didn't have the stamina. I was reading so slowly and was so inexperienced in actually reading that to read those passages and answer the questions, I couldn't do it in the time they had. And so I think that we have abundant evidence that kids do not have the stamina for reading, but we're not listening. And so my only suggestion is, you know, you've got a cohort of people to maintain your strength as a group. Keep reading, keep questioning, keep trying, and then invite others to be on this journey of thinking with you, because we can all do this work better. What I love about the work I do is that I'm constantly questioning and gathering people around me that will help me think better about the work that I'm doing right now, because I know that's what it means to be a professional. So just keep doing that. So you keep your own energy there, and you can't if we spend too much time with people who always say no, no, but, but it brings us down. So just find the people who really help you do the best work you can do.

Moderator 19:19
Here on the podcast, we have been talking with teachers around the country and sharing lists of books that their students love to read. Here, Christina Haney talks about one particular author instead

Kristinia Haney 19:33
my one go to my secret weapon the past few years has been any book by Matt de la Pena. I have several students. Some students will come in and say, I hate reading, and I've never had a book that I've loved, and it's almost a challenge to me. They want to see if they can shock me. And I just tell them, you know, before you leave, I will find the book for you. Trust me. It will happen. And so one. One book that I've had a lot of success with is we were here by Matt de la Pena. And they also love his book, Mexican white boy. And so if I can get them hooked with that one, I'm golden, because then they want to read all of his books and

Penny Kittle 20:18
carry on that he is so fabulous. Have you heard him tell I don't know you. You do go to the Texas Council of Teachers of English conference, right? So you Yeah, you must have heard his life story that he told that he then wrote on that thing online, yes.

Kristinia Haney 20:35
And I think his personal story is very moving as well. So I try to share that with my students. And he is a very open author. He will connect with people on Facebook and Twitter. And I had a student one time, one of the ones who told me, you will not make me love reading, I promise you. And he ended up reading all of Matt's books within one semester. And so I said, Well, we should write to the author and let him know what you think, and you know, maybe he'll write you back. I can't promise this. So we went looking for Matt's address, and we couldn't really find a physical address. And I said, Well, let's email him. And my student was just dead set on I want to send an old school letter. It just means something to me to send a hard copy. So we actually were able to contact him, and he sent me his information, and my student was able to mail him at home. And that was just that just made his day. Made his day.

Penny Kittle 21:33
Yeah, absolutely. That's a matte story, if I've ever heard one, because every time I see him, his generosity is so complete. He just loves his work, loves his writing, loves kids. It's really beautiful that he was our Newbery winner. I'm just I'm a big Matt fan.

Moderator 21:52
The books that Christina mentioned are in the show notes at teacher learning sessions.com/go/book. Love, or by going to the podcast network menu and selecting the book Love foundation podcast, you can also have that list sent directly to your inbox by joining our special book Love foundation podcast email list. On the day each episode comes out, you will receive an email that includes a list of the books we book talk along with other information about the show. You can join the email list at teacher learning sessions.com/go/booklove.

Penny Kittle 22:30
We're going to end with a story from Serena Kessler that reminds us all why this work matters. When we help students find books, they discover the world.

Serena Kessler 22:40
This is a kid who, in the sixth grade, was diagnosed with a learning disability, so he certified special education, and he came to me as an 11th grader. He also spent a good portion of last year homeless, and is currently living with a grandparent, but I think his parents are still homeless, and he is one of my, frequent users of my library. He has read 23 books since I started teaching him last year. He's not currently my student, and so I asked him, I said, you know, 23 books, that's, you know, what do you think about that? That's a lot of books. And he said I didn't think I'd read 23 books in my whole entire life, let alone in a little over a year. And I asked him how many books he had read previous, and he said that he he had read one or two books in school, but he had never read a book his own. And so I asked him, what, what hooked him, what got him into it? And it was the Percy Jackson series. So it was The Lightning Thief. I did a book talk on The Lightning Thief, and he thought that sounded pretty cool. And so he picked that up and read through that whole series pretty quickly, and then moved on to mostly, mostly sort of sci fi fantasy. He's really into mythology, so he read all the rick riordan books in that series. And I, I asked him why he why he reads instead of playing video games or watching TV. And he told me that he's played video games and watched TV most of his life, and he's just really bored with it, and reading just made the world seem a lot bigger to him. He also scored a 19 on his AC T reading, which is something that no one ever would have predicted given his struggles in reading and language throughout middle school and high school. He wants to be a game designer, and he said that the books have really helped him be more imaginative and come up with ideas. And he. He for games, and he does role play games, and he likes that he can he has all of these references to all these books that he's he's read, and it helps him in these role play games.

Penny Kittle 25:13
Wow, is that a story. You know that some of the highlights, like the the way it's cultivated, his imaginative thinking is an incredibly powerful thing. I've had kids as well who say I used to sit on my couch and scroll through Facebook posts and be bored, and now I'm reading.

Serena Kessler 25:31
Yeah,

Penny Kittle 25:33
I think we forget.

Penny Kittle 25:35
You know, Richard Allington said our older, struggling readers will never become proficient unless we dramatically increase volume. And that's the dramatic change in this boy, is the increase in volume. You know, I never thought I'd read that many books in my life, and look at this a year and a half later, yeah, it's just so powerful. What a wonderful influence you've been on him.

Serena Kessler 25:58
I'm so excited for him. He's going to community college next year and and he's gonna do it. He can do it. He you know, here's a kid. He thought he couldn't, he thought he couldn't read, and he can, and he does.

Penny Kittle 26:16
Thanks so much for joining us today. I hope this podcast gave you a few things to think about. How might you lead right where you are? As Lolly Daskal, President and CEO of lead from within, says, leading is about striving to become better than we are, and helping everything and everyone around us to become better too. I'm proud to know the teachers you've met on our podcast today, they're leaders and they're also just good people. If you want to know more about the book Love Foundation, please visit booklovefoundation.org We're currently reading applications for 2016 and struggling to decide which classrooms we can fund this year. We could sure use your help. Any contribution will help us. 100% of donations go to teachers we know will put books into kids' hands. Thank you for believing how important that work is. I'm Penny Kittle.

Moderator 27:15
If you enjoy this podcast, please let people know that you like it and tell them why. Talk to your colleagues about it and share it on your online social network. And if you're listening on iTunes, please subscribe and take a moment to leave a rating and a review. That's a great way for you to help support us, because it helps other teachers learn what the show is about in our next episode, how books help kids cope.

Future Guest 1 27:42
And that was a book that I think spoke to him in a way that I don't think any any lesson or any teacher, or, you know, talking with any other adult, I think could it was one of those where, you know, after he finished reading it, it was okay. Well, what are we going to read next?

Moderator 27:58
That's next time on the book, Love foundation podcast. Thank you for listening. I'm Kevin Carlson. The book Love foundation podcast is produced by the teacher learning sessions.com connecting teachers with ideas experts and each other.