Schurtz and Ties: A podcast about education and culture

Public education is living in a strange moment. Polls show trust and confidence in our K–12 system at an all-time low — a record 26% of Americans believe schools are headed in the right direction. And yet every day, inside classrooms across the country, teachers are pouring themselves into kids with everything they’ve got. In this episode, we sit inside that tension: why the public perception has dipped so sharply, what stories are being told about schools, and what realities are actually unfolding inside them.We also explore the deep and often unspoken ocean between people and curriculum. On one shore sits content: standards, pacing guides, expectations, academic rigor. On the other shore stand the humans: students carrying invisible weight, teachers navigating burnout, leaders trying to steer ships in choppy waters. Joined by Dr. Polikoff, a professor at the University of Southern California whose expertise includes K-12 education policy, curriculum, standards, accountability and survey research methods, we wrestle with the why behind the public’s dissatisfaction and, more importantly, what can be done. We discuss what schools can control, what they should rethink, and how leaders might rebuild trust through clarity, connection, and communication. If you’ve ever felt caught in the riptide between doing what the curriculum demands and what a student needs in that moment, or if you’ve wondered how we restore faith in public education, this conversation aims to offer both candor and hope.Social Media:Youtube: ⁠⁠⁠@SchurtzTies⁠⁠⁠Instagram: ⁠⁠⁠SchurtzTies⁠⁠⁠Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠:“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”We’d love to hear your thoughts or ideas for future episodes: ⁠⁠⁠⁠⁠schurtzandties@gmail.com⁠⁠⁠⁠⁠#DoGreatThings | #KeepKnocking

Dot it for the kids vs Its the right thing to do Perception is reality vs Truth is somewhere in the middle It is what is is vs It is what you make of it Kids these days vs Kids these days! Date driven vs Data informed Honor role vs On a role

In this episode, Kasey and Brian discuss how to encourage people to forge new paths.

In Episode 140 of Schurtz & Ties, we welcome back literacy expert Mary Jo Fresch to talk about what teachers really need to understand about reading, vocabulary, and language.Mary Jo has spent decades helping educators make sense of the English language and build the background knowledge needed to confidently teach literacy. In this conversation, we explore the realities of the Science of Reading, the role of phonics across all subjects, and how teachers in any content area can support students as readers and writers.We also dive into how vocabulary, word origins, and language structures help students move from simply memorizing information to actually building memories and understanding that last.Along the way we talk about:• Why every teacher is a teacher of reading• How understanding word structure and etymology strengthens vocabulary instruction• The difference between memorizing words and building memories with language• Why nonfiction text structure matters for student comprehension• How administrators can better support literacy instruction in their schools• Whether texting, emojis, and digital communication are changing how students read and writeMary Jo also shares practical strategies teachers can use immediately to help students break down complex words, understand content-area vocabulary, and become more confident readers.This episode is packed with insights for teachers, school leaders, and anyone interested in how students learn to read, write, and understand language.GuestMary Jo FreschLiteracy educator, author, and speaker focused on helping teachers build deep knowledge of the English language and effective literacy instruction.Website:https://maryjofresch.comListen to More Episodes🎙 Schurtz & Ties Podcasthttps://www.schurtzandties.comConnect With UsFollow the show for more conversations about education, culture, and learning.#SchurtzAndTies #EducationPodcast #Literacy #ScienceOfReading #TeacherLearning #ReadingInstruction #TeacherDevelopment #PodcastForTeachers

What if uncertainty isn’t weakness—but the doorway to deeper thinking?In this episode of Schurtz & Ties, we sit down with journalist and author Maggie Jackson, whose books Uncertain: The Wisdom and Wonder of Being Unsure and Distracted: Reclaiming Our Focus in a World of Lost Attention challenge some of our deepest assumptions about attention, expertise, and learning.Schools often reward speed, correctness, and certainty. But Maggie argues that the ability to pause, question, and remain open may be the very thing that allows us to think clearly, connect with others, and grow.We explore why focus is not simply the elimination of distraction, but the gateway to thinking. Maggie explains how attention works—not as a fixed trait, but as a skill that can be strengthened through practice. We also examine how uncertainty, when used intentionally, becomes a powerful tool for perspective-taking, empathy, and adaptive expertise.This conversation challenges the instinct to label students as motivated or unmotivated, capable or incapable. Instead, it invites us to stay open long enough to understand what’s really happening when students lose access to thinking—and what educators can do to restore it.As Maggie explains, uncertainty creates space. And in that space, new thinking becomes possible.Uncertainty isn’t the absence of knowledge. It’s the beginning of wisdom in motion.Uncertain: The Wisdom and Wonder of Being UnsureDistracted: Reclaiming Our Focus in a World of Lost AttentionWhy focus is a skill that can be strengthenedHow uncertainty improves thinking and decision-makingThe difference between routine expertise and adaptive expertiseWhy labeling students creates false certaintyHow uncertainty promotes empathy and perspective-takingHow educators can protect students’ access to thinkingWebsite: https://www.maggie-jackson.comBooks available wherever books are soldBooks by Maggie JacksonIn This Episode, We DiscussLearn Morehttp://www.schurtzandties.com

Teachers carry more than lesson plans.They carry the knowledge that one moment—one decision, one sentence, one misunderstood action—can change everything.They carry the quiet awareness that the work they love can also make them vulnerable.In Part 2 of this special two-episode series on the unseen burdens teachers carry, we speak with educator and former principal Toby Price, whose career was abruptly ended after reading a children’s book to students.No parents complained.No students were harmed.But within hours, he was suspended. Days later, he was terminated.Toby’s story is not just about a book.It is about fear.Fear of making a mistake.Fear of being misunderstood.Fear that the trust once placed in educators is no longer guaranteed.As Toby explains, this fear doesn’t just affect one teacher. It shapes the decisions educators make every day—what they say, what they teach, and how willing they are to take the risks necessary to truly reach students. And yet, even after losing his position, Toby remains clear about one thing:If given the chance again, he would still choose to do what he believed was right for students.Because teaching has never been about safety.It has always been about courage.This conversation explores the emotional and professional reality of what it means to teach in a time when educators must navigate not only the needs of students—but the fear of consequences beyond their control.This is Part 2 of a special two-episode release exploring the burdens teachers carry that the world rarely sees.Listen now:👉 https://www.schurtzandties.com#teachers #education #teacherlife #educators #teachertruth #classroomreality #educationpodcast #teacherburnout #schurtzandties

Teachers carry more than lesson plans.They carry fear that isn’t theirs.They carry responsibility no one trained them for.They carry the weight of holding stability when everything else feels uncertain.In this first episode of a two-part series on the unseen burdens teachers carry, we speak with Minnesota educator and Teacher of the Year finalist Sean Padden about what happens when national politics enters school hallways.Sean describes a reality many Americans never see:Students afraid to come to school.Attendance dropping dramatically.Teachers delivering food and printed lessons to homes.And classrooms becoming the place where students process fear, trauma, and uncertainty.As Sean explains, when fear enters a community, it doesn’t stay outside. It enters the classroom, and educators are left to help students carry it while still trying to teach reading, writing, and arithmetic.This conversation is not about politics.It is about responsibility.It is about what happens when teachers are asked, once again, to hold together the lives of students in circumstances far beyond instruction.And it is about a truth every educator understands:We cannot surrender the classroom.This is Part 1 of a special two-episode release exploring the burdens teachers carry that the world rarely sees.Listen now:👉 https://www.schurtzandties.com#teachers #education #teacherlife #educators #schoolculture #teachertruth #classroomreality #educationpodcast #teacherburnout #schurtzandties

In Episode 132, we are joined by Tracey Tokuhama-Espinosa, an internationally recognized researcher and author whose work sits at the intersection of mind, brain, and education science.This conversation explores what neuroscience actually tells us about learning — and just as importantly, what it doesn’t. We dig into how research is often misapplied in classrooms, how teacher actions shape learning environments in ways we don’t always see, and what it means to design instruction that honors both science and humanity.Rather than quick fixes or “brain-based” shortcuts, Tracey challenges educators to think more carefully about evidence, complexity, and the ethical responsibility of teaching.What mind, brain, and education science really is — and common misconceptionsHow teacher behaviors and classroom conditions influence learning at a neurological and human levelWhy oversimplifying neuroscience can actually harm instructionWhat K–12 educators can learn from research without losing professional judgmentHow clarity, culture, and cognition are inseparable in meaningful learningThis is a conversation for educators, leaders, and parents who want better questions, not buzzwords.Questions Kids Ask About Their BrainsCrossing Mind, Brain, and Education BoundariesFive Pillars of the Mind: Redesigning Education to Suit the Brain(Each offers a research-grounded, educator-respecting approach to applying science without reducing teaching to technique.)🎧 Schurtz & Ties Podcast: https://schurtzandties.com🎙️ Explore more episodes on education, culture, and learning.

A true barstool conversation with brewer Jeremiah JohnsonIn this episode, Kasey Schurtz and Brian T. Miller step outside the education silo and sit down with Jeremiah Johnson, founder and owner of Jeremiah Johnson Brewing Company. What starts as a light “barstool episode” quickly turns into a deeply relevant conversation about leadership, clarity, iteration, trust, and what it actually takes to build something that lasts.Jeremiah shares the story of rebranding an existing brewery under his own name, the risks that came with it, and the relentless attention to detail required to survive as a small, independent business. Along the way, the conversation draws powerful parallels to education—especially around innovation, curriculum decisions, collaboration, and knowing when to hold the line versus when to experiment.This episode isn’t about beer.It’s about craft, identity, and belief.In brewing, a single small mistake can ruin an entire batch. Jeremiah explains why quality demands precision—and why sometimes the hardest (but right) decision is to pour a batch out rather than let it damage trust.Teachers and leaders often hang onto “pet lessons” or practices because they love them, even when they aren’t serving students well. Quality requires the courage to let go.Jeremiah describes brewing 19 different versions of a hazy IPA before settling on the final recipe. The belief in the idea never wavered—but the process required constant adjustment.Trying something new doesn’t mean it works the first time. Belief plus iteration beats rigid loyalty to a first draft.When economic pressure hit the brewing industry, Jeremiah chose not to chase trends. Instead, he doubled down on what defined the brand: no-nonsense Montana beer.When scores dip or demographics shift, schools often search for the next new program. This episode challenges leaders to ask:What are we already good at—and how do we do that better?Jeremiah emphasizes that successful collaboration isn’t about buzzwords—it’s about real human connection, listening, and shared belief.Without trust, collaboration collapses into compliance.Jeremiah and the hosts discuss three qualities educators should nurture in students:Unwavering belief in eventual successClarity of directionRelentless work ethicTalent alone isn’t enough. Confidence and effort compound over time.This episode reframes encouragement. Pumping kids up isn’t false praise—it’s truthful belief, honest feedback, and meaningful connection.“I looked at your test scores. You’re too smart not to do better.”Those words changed Jeremiah’s trajectory—and they highlight the lasting power educators hold.Educators feeling pressure to “innovate” without losing their identitySchool leaders navigating tough decisionsTeachers wrestling with clarity vs creativityAnyone interested in entrepreneurship, craft, or human developmentThis episode is a reminder that good work—whether in classrooms or breweries—requires clarity, patience, belief, and connection.Sometimes the most meaningful insights come from outside your field.#schurtzandties #dogreatthings #keepknocking#educationpodcast #educationleadership#teachersofinstagram #schoolleadership#culturematters #leadershipmatters#entrepreneurship #craftandculture

🎙️ Episode 130: Barry SchwartzChoice, Structure, and the Cost of Getting Education WrongIn Episode 130 of Schurtz & Ties, we are joined by Barry Schwartz, renowned psychologist and author whose work has shaped how we think about motivation, choice, and meaning for decades.This conversation moves well beyond soundbites. We dig into why incentives often undermine learning, how too much choice fuels anxiety rather than freedom, and why structure is not the enemy of autonomy but its prerequisite. Barry challenges the assumption that motivation comes from rewards, arguing instead that learning must carry its own meaning if it’s going to last.Together, we explore:Why incentives in schools often function as band-aids rather than solutionsHow excessive choice erodes engagement and increases anxietyThe danger of mistaking “intrinsic motivation” for entertainmentWhy sustained attention is a muscle that must be built, not bypassedHow freedom without structure leads to intellectual anarchyWhy education is always values-driven, whether we admit it or notWhat happens when schools prioritize credentials over understandingWhy knowing the student matters more than perfect systemsBarry also reflects on parenting, higher education, burnout, privatization, and the growing suspicion embedded in modern institutions. The throughline is clear: education is about building people, not managing systems.This episode is for educators, parents, leaders, and anyone wrestling with the tension between structure and autonomy in a world that wants simple answers to complex problems.Listen now and join the conversation: https://www.schurtzandties.com#SchurtzAndTies #DoGreatThings #KeepKnocking #Education #Motivation #Engagement #Leadership #Learning #BarrySchwartz

Schurtz Short: What’s Our Guiding Light?In this Schurtz Short, Kasey Schurtz and Brian T. Miller wrestle with a deceptively simple question schools often rush past:What is our guiding light when we make decisions?As schools begin planning for the next year—staffing, policies, handbooks—this short conversation pushes beyond slogans and into something more concrete. If intellectual engagement is the non-negotiable task of schooling, what does that actually mean in practice? How do we avoid abstract vision statements that sound good but don’t guide real decisions?This episode explores:Why intellectual engagement isn’t optional—and isn’t the same as test scoresHow vague values create confusion instead of clarityThe difference between identifying who we are and jumping too quickly to systems and processesA powerful reflective question for staff: Based on what we see every day, what do we actually value?Short, honest, and grounded in real leadership tension, this Schurtz Short is for principals, instructional leaders, and teachers who want their decisions to be anchored in something real—not just well-intended language.Slow is smooth. Smooth is fast. And clarity keeps people in the thinking.www.schurtzhistory.com#dogreatthings #keepknocking

🎙️ Schurtz & Ties Dr. Douglas Fuchs on Inclusion, IDEA, and the Limits of the General ClassroomIn this episode of Schurtz & Ties, Kasey Schurtz sits down with Dr. Douglas Fuchs, one of the most influential scholars in special education, to explore one of the most pressing and emotionally charged questions in schools today:When is inclusion truly least restrictive—and when does it stop being instructionally responsible?Drawing on decades of research, classroom experience, and policy work, Dr. Fuchs helps unpack how good intentions around inclusion can drift into oversimplification, and why the IDEA framework was never designed to mean “general education at all costs.”This is a conversation about instructional limits, professional honesty, and what students with disabilities actually need to learn—not just belong.Inclusion as a moral imperative vs. an instructional decisionWhy Least Restrictive Environment (LRE) is often misunderstoodThe difference between abolitionist and conservationist views of special educationWhat IDEA actually says about placement and accommodationWhy co-teaching often fails students with serious learning difficultiesThe limits of general education classrooms—even with strong teachersRTI / MTSS as an attempt to rethink general education structureWhat intensive, individualized instruction really requiresWhy expertise—not titles—matters most in special educationThe difference between enabling a disability and building independenceWhat schools feel like when they get this rightMuch of the episode centers on the reality that learning problems are instructional problems, and that students with significant needs require teachers who can adapt instruction through data, not just provide accommodations .Dr. Douglas Fuchs is a Professor Emeritus of Special Education at Vanderbilt University’s Peabody College, where he has spent decades shaping the national conversation around learning disabilities, inclusion, and instructional design.His work has been foundational in areas including:Learning Disabilities researchData-Based Individualization (DBI)Instructional decision-makingRTI / MTSS frameworksSpecial education policy interpretationDr. Fuchs is known for bridging research, classroom reality, and federal law, often challenging schools to confront uncomfortable truths about capacity, expertise, and limits.Vanderbilt Peabody Faculty Biohttps://peabody.vanderbilt.edu/bio/douglas-fuchs/Vanderbilt IRIS Center (Instructional Research & Practice)https://iris.peabody.vanderbilt.edu/Research on Data-Based Individualization (DBI)https://intensiveintervention.org/Publications and Research Profilehttps://scholar.google.com/scholar?q=Douglas+Fuchs+special+educationThis episode is not about being “for” or “against” inclusion.It’s about being honest.Honest about what classrooms can sustain.Honest about what students need to learn.Honest about the difference between placement and instruction.As Dr. Fuchs reminds us, belonging without learning is not equity, and inclusion that ignores instructional reality ultimately fails the very students it aims to protect.🎙️ Schurtz & TiesThoughtful conversations at the intersection of teaching, learning, and leadership.🌐 https://www.schurtzandties.com

What if the key to better classrooms isn’t more compliance—but more fire?In this episode of Schurtz & Ties, Kasey Schurtz and Brian T. Miller sit down with Coach Tony Holler—creator of the Feed the Cats philosophy, longtime chemistry teacher, and nationally recognized coach—to explore what schools can learn from athletics, competition, and joy.Tony brings decades of experience from both the classroom and the track to challenge some of education’s most common assumptions: bell-to-bell instruction, endurance over intensity, and the idea that struggle means failure. Instead, he makes a compelling case that learning, like speed, grows slowly, and that classrooms should be places where students (and teachers) want to show up.This conversation ranges from feral cats and redwood trees to standardized testing, teacher burnout, and why “happy teachers—not perfect teachers—change lives.” Along the way, Tony shares practical, unapologetic ideas for building culture, feeding curiosity, and making learning the best part of a student’s day 🐱 Feed the Cats: Why competitive, fast-twitch learners need a different approach—and how schools often miss them🌲 “Speed grows like trees”: Why real growth is slow, incremental, and worth measuring🎯 Record, Rank, Publish: What classrooms can learn from performance-based coaching🧑‍🏫 Never bell-to-bell: Purposeful teaching vs. robotic instruction❤️ Front-loading empathy and building classrooms that are safe for risk🔥 Lighting a fire instead of “filling a pail”😌 Why teacher joy, efficiency, and boundaries matter more than martyrdom🌱 Culture as something that must be taught, not assumedTony Holler is a retired chemistry teacher, veteran track coach, and the creator of the Feed the Cats training philosophy—a speed-first, motivation-driven approach now used by coaches and educators across the country. He has spoken in over 30 states and internationally, coaching coaches while continuing to advocate for joyful, human-centered teaching.Tony is passionate about helping educators:Build culture intentionallyGamify improvement without shameReach students who don’t fit the traditional “good student” moldRediscover why teaching can (and should) be funInstagram / Facebook / YouTube: Coach Tony HollerTwitter (X): @PNTrackFeed the Cats philosophy: Search Feed the CatsVisit schurtzandties.com for:🎧 Full episodes and show notes✍️ Essays, resources, and reflections on engagement and leadership📚 Tools for teachers, coaches, and administrators🎙️ Information on past and upcoming guests🧠 Key Topics & Takeaways👤 About Our Guest: Tony Holler🔗 Connect with Tony Holler🌐 More from Schurtz & Ties

In this episode of Schurtz & Ties, Kasey Schurtz and Brian Miller welcome back therapist, former educator, and author Charle Peck, LCSW, M.Ed. for a candid conversation about student anxiety, adult stress, and the communication breakdowns happening in schools right now.Together, they unpack why anxiety is genuinely increasing—not just being labeled more often—how social media, rapid societal change, and outdated systems are colliding in classrooms, and why many conflicts stem from students and adults speaking different emotional languages. Charle challenges common narratives around “coddling,” reframes ego and accountability, and offers practical, non-hokey strategies educators can use immediately to regulate classrooms without sacrificing expectations.This episode is honest, grounded, and hopeful—focused on helping adults lead with clarity, compassion, and courage in a complex moment for education.👉 Learn more about Charle’s work at https://www.thrivingeducator.org/📘 Explore her book on behavior, communication, and emotional regulation (linked below).Guest:Charle Peck, LCSW, M.Ed.Therapist, former teacher, consultant, and authorWebsite: https://www.thrivingeducator.org/Charle Peck returns to Schurtz & Ties for a wide-ranging conversation on anxiety, behavior, and communication in today’s schools. Drawing on her experience working with both students and adults, Charle helps educators rethink what’s really happening beneath challenging behavior—and why many well-intended efforts around SEL have left teachers feeling unsupported and frustrated.Rather than offering buzzwords or quick fixes, Charle focuses on nervous systems, communication mismatches, and the adult work required to lead effectively in classrooms and schools today.Are kids really more anxious—or are we just talking about it more?Charle explains why the rise in anxiety is real, pointing to smartphones, COVID, social media, and generational disconnection.Students have the language—but not always the skillsKids may be able to name feelings, but often haven’t been taught how to communicate those feelings in ways adults can hear and respond to productively.Why “coddling” is the wrong conversationThe problem isn’t empathy—it’s skipping discomfort, risk-taking, and skill-building while leaving adults unprepared to coach students through hard moments.The adult gap in SELSchools taught social-emotional skills to students without teaching them to the adults expected to model, respond, and regulate in real time.Ego, fear, and parent conflictMany tense parent conversations are rooted in fear—not defiance. Leaders can’t fix ego, but they can lower the temperature and keep the focus on the child.Empathy and accountabilityCompassion doesn’t mean lowered expectations. Clear boundaries, calm repetition, and simple language matter more than perfect phrasing.Practical classroom strategies that don’t feel “hokey”Charle shares simple, playful movement strategies and “rapid resets” that help regulate energy without singling out students or disrupting instruction.Behavior is communicationKids aren’t trying to “get at” adults—they’re signaling unmet needs, skill gaps, or dysregulated nervous systems.Anxiety grows when systems don’t adapt as fast as society doesAdults often feel threatened when students gain emotional language they themselves were never taughtYou can’t change someone else’s ego—but you can lead calmly around itPlayfulness and movement are underused tools in behavior supportTeaching is serious work—but it doesn’t have to feel heavy all the time📘 Charle Peck’s Book(Charle’s book on behavior, communication, and emotional regulation—referenced throughout the episode—is available via her website.)🔗 https://www.thrivingeducator.org/

In this conversation, Kasey and Brian sit down with Dr. Katie Lohmiller and Halley Gruber, co-founders of the Educational Access Group, to explore what it really means to build trauma-responsive, brain-based schools. They unpack how stress and adversity shape student behavior, why many traditional discipline systems miss the mark. Grounded in the work of Dr. Bruce D. Perry, the discussion highlights practical ways educators can support regulation, safety, and learning while creating sustainable systems that don’t burn out the adults doing the work. Takeaways-Regulation and felt safety are prerequisites for learning.-Brain state matters. Students can’t access higher-level thinking when they’re dysregulated.Trauma-responsive work must be systems-based, not a list of strategies or a compliance checklist.Adults need support too. Sustainable change protects educator capacity.Small, consistent shifts in environment, routines, and relationships can create big results.Effective school culture aligns brain science, behavior expectations, and instructional clarity.Keywordstrauma-informed education, brain-based learning, school behavior, Educational Access Group, neurosequential model in education, Bruce Perry, What Happened to You, student regulation, educator burnout, school leadership, classroom culture, discipline#schurtzandties #dogreatthings #keepknocking #DrKatieLohmiller #HalleyGruber #DrBrucePerry #BrucePerry @educational_access_group @brduncperhttps://educationalaccessgroup.org/

SummaryIn this conversation, Pete Hall discusses the importance of leadership in education, emphasizing the need for courage to both lead and be led. He shares insights on engaging with resistant individuals, the significance of reflective questioning, and the challenges of addressing behavioral issues in schools. The discussion also touches on the balance between systems and people, drawing parallels with successful sports franchises like Duke basketball. Hall advocates for a focus on raising good humans and the necessity of integrating social emotional learning into education. He highlights the importance of clear communication and decision-making processes in fostering a positive educational environment.TakeawaysLeadership is about people, not metrics.Courage is needed to both lead and be led.Engaging resistant individuals requires understanding their mindset.Reflective questions can drive growth and improvement.Addressing behavioral challenges requires clear expectations.Systems in education should support human development.Lessons from successful sports franchises can inform educational practices.Balancing systems and people is crucial for success.The purpose of education is to raise good humans.Clear communication is essential for effective leadership.Keywordseducation, leadership, instructional coaching, social emotional learning, teacher engagement, reflective questions, systems thinking, growth mindset, Duke basketball, courage#schurtz&ties #dogreatthings #keep knockinghttps://educationhall.com/

n this Christmas Special episode of Schurtz and Ties, hosts Kasey Schurtz and Brian T. Miller engage in a lively discussion with their friends and fellow educators, Matt and Eric. They reflect on their shared experiences in education, the importance of community, and the impact of having supportive colleagues. The conversation touches on the challenges and joys of teaching, the significance of maintaining a sense of humor, and the value of creating a positive school culture. The episode is filled with anecdotes, laughter, and insights into the world of education.Community is vital in education.Supportive colleagues make a difference.Humor enhances the teaching experience.Positive school culture is crucial.Shared experiences strengthen bonds.Education is both challenging and rewarding.Maintaining a sense of humor is important.Creating a supportive environment benefits everyone.Reflecting on past experiences offers valuable insights.Building relationships is key to success.#schurtz&ties #dogreatthings #keepknocking

American educators are in urgent need of meaningful behavioral support. Too often, punishment and consequences are conflated, while accountability gets lost in the noise. In this episode, Brian and Kasey unpack what accountability really means: doing what is reasonably expected and ensuring behaviors and expectations are met. They explore how true accountability places responsibility on both students and adults—requiring teachers to clearly teach, reteach, and support expectations. Grounded in grace, accountability neither ignores behavior nor excuses it, but recognizes our shared humanity and insists on growth, change, and support along the way.Visit our website at schurtzandties.comSocial Media:Youtube: ⁠⁠⁠⁠⁠@SchurtzTies⁠⁠⁠⁠⁠Instagram: ⁠⁠⁠⁠⁠SchurtzTies⁠⁠⁠⁠⁠Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠⁠⁠:“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”We’d love to hear your thoughts or ideas for future episodes: ⁠⁠⁠⁠⁠⁠⁠schurtzandties@gmail.com⁠⁠⁠⁠⁠⁠⁠#DoGreatThings | #KeepKnocking

In this Schurtz Short, Kasey Schurtz and Brian T. Miller unpack the difference between accountability, punishment, and consequences, and why conflating them creates confusion for both students and staff. They explore how clarity, consistency, and patience build a culture where accountability supports learning instead of shutting it down. The conversation highlights the importance of modeling expectations, partnering with families, and closing the loop so accountability leads to growth—not resentment.Social Media:Youtube: ⁠⁠⁠@SchurtzTies⁠⁠⁠Instagram: ⁠⁠⁠SchurtzTies⁠⁠⁠Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠:“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”We’d love to hear your thoughts or ideas for future episodes:⁠⁠⁠⁠⁠schurtzandties@gmail.com⁠⁠⁠⁠⁠#DoGreatThings | #KeepKnocking

In this episode, we sit down with Dr. John Almarode, an internationally recognized expert in student engagement, visible learning, and the science of how the brain learns best. With years of research, countless publications, and extensive work alongside districts across the globe, John brings a grounded, evidence-based perspective to the challenges schools are facing today. Few people are more qualified—or more courageous—when it comes to asking the hard questions about teaching, learning, and what actually works.Together, we explore some pressing questions sitting at the center of today’s educational landscape:Are students truly further behind than ever before—or are we simply measuring the wrong things?How can educators provide students access to grade-level learning while simultaneously filling in the gaps that widened over the past several years?What does real scaffolding look like—not as hand-holding, but as intentional, temporary supports designed to help students reach higher levels of learning?John helps us cut through the noise with science, clarity, and a refreshing level of honesty.This episode challenges long-held assumptions, reframes the conversation around student ability, and calls for a more accurate, forward-thinking understanding of what it means to learn—and thrive—in today’s world.And how we can help them get there. Dr. John Almarode brings a rare combination of research expertise and real-world classroom experience. As a professor at James Madison University and the Sarah Miller Luck Endowed Professor of Education, he has spent his career studying how the brain learns, what truly drives student engagement, and how to translate the science of learning into practices that work for every student. Before entering higher education, John taught in public schools — grounding his research in the day-to-day realities teachers face.He is a bestselling author with Corwin, contributing to more than two dozen books on visible learning, assessment, clarity, and instructional design. His work with John Hattie, Douglas Fisher, Nancy Frey, and others has positioned him as one of the leading voices on evidence-based teaching and the question every school is wrestling with: What actually works for learners today?John’s insights, publications, and ongoing work can be found at johnalmarode.com and through his extensive collection of books at Corwin Press.Social Media:Youtube: ⁠⁠⁠⁠@SchurtzTies⁠⁠⁠⁠Instagram: ⁠⁠⁠⁠SchurtzTies⁠⁠⁠⁠Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠⁠:“The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.”We’d love to hear your thoughts or ideas for future episodes: ⁠⁠⁠⁠⁠⁠schurtzandties@gmail.com⁠⁠⁠⁠⁠⁠#DoGreatThings | #KeepKnocking