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Explore every episode of the podcast The CharacterStrong Podcast

Dive into the complete episode list for The CharacterStrong Podcast. Each episode is cataloged with detailed descriptions, making it easy to find and explore specific topics. Keep track of all episodes from your favorite podcast and never miss a moment of insightful content.

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TitlePub. DateDuration
The Leadership Toolbox: To Lead Is to Serve - John Norlin09 Oct 202600:06:50

Today, host John Norlin shares a Leadership Toolbox episode built around one of the most important questions in education: if leadership is influence, how do you actually earn it? The answer, he argues, is through service and sacrifice, and he makes the case with a story about a high school math teacher who changed the trajectory of how he saw himself as a learner.

He also explains how the everyday acts of serving and sacrificing, being present in the hallway, remembering personal details about students, showing up outside of school hours, are not extras layered on top of leadership. They are how influence is built, one small act at a time.

In this conversation, John offers important reminders for educators and leaders:

  • Influence is rarely held by the person with the biggest title. It belongs to the person who has most consistently served and sacrificed for the people around them.
  • The small, daily acts of presence and genuine interest are not soft add-ons to leadership. They are the mechanism through which trust and influence are earned.
  • Students show up for the people who have shown up for them. Engagement, effort, and even a changed mindset follow from relationship, not the other way around.
  • To lead is to serve. That is not a tagline. It is the practical path to influence in any school, classroom, or organization.

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How Schools Can Build a Team-Based System for Getting Students the Care They Need - Alex Alvarado02 Oct 202600:18:26

Today our guest is Alex Alvarado, co-founder and CEO of Daybreak Health, a school-based mental health company partnering with hundreds of K-12 districts to connect students with the care they need. Alex shares a three-part framework for how schools can build a team-based approach to turning a concern about a student into a real connection to care.

He also explains why the answer to serving struggling students is not caring more, it is building better systems, and why closing the loop between internal school staff and external providers is the piece most schools are still missing.

In this conversation, Alex offers important reminders for educators and leaders:

  • Schools are full of adults who care deeply about students. What breaks down is not the caring. It is the handoff system between the people who identify a need and the people who can meet it.
  • Before implementing a screener, schools need a plan for what happens after. A screener without a follow-up system creates overwhelm, not outcomes.
  • Making a referral to an outside provider is not a failure. It is the system working. The goal is building a network of partners who function as an extension of the school, not a disconnected add-on.
  • Good intentions don't work. Mechanisms do. A system that removes the guesswork from getting a student into the right level of support is what makes consistent care possible.

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About Alex Alvarado:

Alex Alvarado is the co-founder and CEO of Daybreak Health, a school-based mental health company that partners with 200+ K-12 districts to get students the care they need to change their lives. He started Daybreak after watching his own brother go years without mental health support as a teenager. The company is built on a simple idea: the right help at the right time can change the entire trajectory of a kid's life. Prior to Daybreak he spent his career in healthcare, with a conviction that everyone deserves access to high-quality, affordable care.  He lives in Boulder, Colorado with his wife, son and two huskies.

A Note of Hope for Every Educator in the Work - Chris Moore25 Sep 202600:11:06

Today our guest is Chris Moore, Director of Behavioral Health at Salem-Keizer Public Schools. Chris shares a poem he wrote and delivered as a commencement address to a cohort of leaders, a piece that started as a love letter to leadership and became a ritual reminder of why educators show up, stay in it, and choose to keep going even when the work is hard.

He also reflects on the importance of building space for reflection into the daily and long-term rhythms of leadership, and why giving ourselves and others permission to slow down, sit with what is hard, and surface what is true is not a luxury. It is part of the work itself.

In this conversation, Chris offers important reminders for educators and leaders:

  • Staying with people twice as long as anyone ever expects, and loving them anyway, is the anchor that cuts through the noise when the work feels overwhelming.
  • Sacred space for reflection, even just 90 seconds, is a daily leadership habit worth protecting. Without it, the heart-centered part of the work gets crowded out.
  • The work of education is heavy and sacred at the same time. Holding both of those truths together is what sustains leaders for the long haul.

 

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Lifted to Lead: A Framework for Leaders Who Put Others First - Dr. Stefan Bean18 Sep 202600:18:48

Today our guest is Dr. Stefan Bean, Orange County's 12th Superintendent of Schools and author of Lifted to Lead. Dr. Bean shares the LIFTED framework, a practical leadership model built around the idea that a leader's job is not to be first up the ladder but to hold it steady so others can climb.

He also explains why listening is the foundation everything else in the framework depends on, and how leaders at every level can build real systems for gathering input from the people most affected by the decisions being made.

In this conversation, Dr. Bean offers important reminders for educators and leaders:

  • Every person in an organization has a strength worth cultivating. A leader's job is to find it, name it, and put people in a position to use it.
  • Listening is a skill, not a given. Building purposeful structures for it, cadenced meetings, skilled facilitation, shared norms, and dyad conversations, is what makes it real rather than aspirational.
  • Leadership is not about self-fulfillment. When leaders orient themselves toward lifting others, the entire organization rises with them.

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About Dr. Stefan Bean

Dr. Stefan Bean serves as Orange County superintendent of schools, guiding regional efforts to ensure every learner has the knowledge, skills and opportunities to thrive. With nearly 30 years in education, he is known for building genuine connections and leading with heart.

As county superintendent, Dr. Bean leads the Orange County Department of Education, which provides direct instruction to the county's most vulnerable students and critical support to 28 local school districts and more than 40 charter schools serving hundreds of thousands of learners. Under his leadership, OCDE's work is anchored in the 5-3-1 Strategic Plan, emphasizing student success, service excellence and shared leadership.

Dr. Bean was unanimously appointed as Orange County's 12th Superintendent of Schools in June 2024 and was elected by Orange County voters in June 2026 to a full four-year term. Before joining OCDE, Dr. Bean served as superintendent for Aspire Public Schools in Los Angeles, where he oversaw 11 TK-12 campuses after advancing from principal to superintendent during nearly 12 years with the organization. He subsequently served as executive director of the Irvine International Academy.

How One Principal Built a System for Gathering Student Voice That Actually Changes Things - Sonia Ruiz11 Sep 202600:21:47

Today our guest is Sonia Ruiz, Principal at Jane Addams Middle School in Bolingbrook, Illinois and 2026 National Middle Level Principal of the Year. Sonia shares how her school built a system for gathering student voice that goes beyond surveys, turning what students share into concrete action, staff training, and a more inclusive school community.

She also explains why collecting student voice only matters if it leads somewhere, and how her team uses what they hear to change systems, equip staff with practical tools, and ensure that every student, including those in multi-needs programs, has a named adult connection in the building.

In this conversation, Sonia offers important reminders for educators and leaders:

  • Asking students what makes them feel like they belong, and whether they can name a person they connect with, gives schools far more useful information than a standard survey scale ever will.
  • Gathering student voice without acting on it is a missed opportunity. The real work begins after you hear what students are carrying and what they wish adults knew.
  • Belonging is not a feel-good add-on. It is the foundation that makes academic risk-taking, vulnerability, and growth possible in the first place.

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About Sonia Ruiz: 

Sonia E. Ruiz is the Principal of Jane Addams Middle School in Bolingbrook, Illinois, where her leadership has guided the school to Exemplary Status for three years in a row. A proud Latina leader, Sonia has dedicated her career to ensuring that every student learns at high levels in safe, supportive, and inclusive school communities.

Her leadership journey spans more than two decades, beginning with her early years as a school social worker and progressing through roles as assistant principal, associate principal, and now principal. Throughout her career, she has been recognized for transforming school culture, strengthening teacher collective efficacy, and advancing equitable practices. In recognition of her impact, Sonia was honored as the 2021 Lake County IPA Assistant Principal of the Year, the 2025 Three Rivers Middle School Principal of the Year, the 2025 Illinois Middle School Principal of the Year, the 2025 Illinois NAESP National Distinguished Principal of the Year, the 2026 NASSP Illinois Middle Level Principal of the Year, and, most recently, the 2026 National Middle Level Principal of the Year.

Season 9 Kickoff: Cultivating the Soil Where Students and Adults Thrive04 Sep 202600:27:12

Today, John Norlin and Houston Kraft mark the launch of Season 9 of the CharacterStrong Podcast by digging into a framework that was unpacked this summer around what it actually takes to cultivate the conditions where students and adults can thrive.

They also reflect on what nine seasons of conversations with educators have made clear, that the leaders who create lasting change share three consistent traits: they are passionate about the work, they build systems rather than chase goals, and they stay with it long after the initial energy fades.

In this conversation, John and Houston offer important reminders for educators and leaders:

  • Before adding anything new, leaders have to ask what needs to be removed first. Invasive ideas and programs crowd out the things that are actually meant to thrive.
  • Preparation precedes growth. Watering the soil before planting, building belonging and culture before instruction begins, changes what is possible once the work starts.
  • The initiatives worth investing in are the ones that give back as much as they take. If something only costs the people doing it, it will not last.
  • Passion, systems, and persistence are the through line across nine seasons of educators doing work that matters. Goals without systems and staying power rarely move the needle.


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How One District Got Their Suspension Rate Below 1% with Tier 2 Supports - Torrin Johnson28 Aug 202600:18:49

Today our guest is Torrin Johnson, Executive Director of MTSS at Merced Union High School District in California. Torrin shares how his district built a Tier 2 support system from the ground up, what they got wrong at first, and how pairing trained intervention coordinators with explicit skill-based curriculum helped bring their suspension rate to below 1% across 11,000 students.

He also explains why matching the right intervention to the right student need is the most important and most commonly skipped step in Tier 2 implementation, and why the difference between a skill gap and a motivation gap changes everything about how a school should respond.

In this conversation, Torrin offers important reminders for educators and leaders:

  • A strong Tier 2 system does not replace Tier 1. It runs alongside it, and students receiving Tier 2 supports still need a solid Tier 1 foundation underneath them.
  • Applying the same intervention to every student regardless of need is not neutral. Matching the right intervention to the right gap is what makes Tier 2 actually work.
  • Students who have never been explicitly taught self-regulation and interpersonal skills will tell you so. When schools teach those skills directly, students notice and respond.
  • Principals are central to Tier 2 success. Investing in their understanding of the why behind the system is just as important as implementing the interventions themselves.


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About Torrin Johnson: 

Torrin Johnson is an educational leader who serves as the Executive Director of MTSS for the Merced Union High School District. Driven by a strong commitment to educational equity and student advocacy, he oversees district-wide Multi-Tiered Systems of Support (MTSS), alternative education sites, and key academic interventions such as the Read 180 program. Prior to his current district role, he served as Principal of Atwater High School from 2015 to 2019, where he significantly reduced truancies and suspensions. He also served as Principal of Yosemite Continuation High School from 2010 to 2015. Johnson holds a Master's degree in English and Bachelor's degrees in English and Interdisciplinary Studies from National University, an Associate of Arts from Merced College, and clear California administrative and teaching credentials.

How Teaching Character Traits Gave One Teacher More Time, Not Less - Angela Walle21 Aug 202600:15:11

Today our guest is Angela Walle, a teacher at Geiger Montessori in Tacoma Public Schools and recipient of the Tacoma Public Schools Whole Child Champion Award. Angela shares how replacing classroom rules with explicitly taught character traits transformed her classroom from one of the most difficult she had ever managed to one where students described it as their safest place in school.

She also explains how spending 30 minutes a day on character trait instruction gave her more instructional time, not less, by shifting her role from behavior manager to guide, and how holding students accountable to shared values rather than rules builds the kind of community that students carry with them beyond the classroom.

In this conversation, Angela offers important reminders for educators and leaders:

  • Replacing rules with explicitly taught character traits shifts the dynamic from compliance to community. Students learn to hold themselves accountable rather than waiting to be corrected.
  • When educators share their own struggles openly with students, it lowers anxiety, builds trust, and creates the psychological safety students need to take risks and learn.
  • The time invested in teaching character traits is not time taken away from instruction. It is the foundation that makes instruction possible in the first place.


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About Angela Walle: 

Angela Walle is in her 19th year as an educator. She was awarded Tacoma Public School's Whole Child Champion award in the spring of 2026. Majority of her career has been spent working with students in grades k-3. In 2018 Angela stepped out of the classroom to work directly with teachers as a mentor and co-teacher. From Sept 2020 to June of 2023 Angela took on a special project for Tacoma Public Schools called TV Classroom. She worked closely with a team to produce videos that allowed families, students and teachers access to learning during the Covid Years. These videos included virtual field trips and instruction for SEL, Math, and Literacy. The 2026 school will be her 4th year at Geiger Montessori and she currently teaches a 1st-3rd grade multi-age class.

Staff Chips: A Simple System for More Intentional Connections - John Norlin14 Aug 202600:05:59

Today, host John Norlin shares a strategy called Staff Chips, a simple physical system that helps building administrators be more intentional about connecting with every member of their staff, not just the ones they naturally gravitate toward.

He also explains why systems matter more than goals when it comes to relational work. Having the intention to connect more with staff is not enough. A concrete, repeatable process is what actually makes it happen consistently over time.

In this conversation, John offers important reminders for educators and leaders:

  • Every leader has staff they naturally connect with and staff they do not. Staff Chips makes the intentional ones just as likely to happen as the natural ones.
  • Systems outlast goals. A physical reminder that you carry through the day is more reliable than a general intention to connect more with your people.
  • You do not have to connect with everyone every day. Working through the jar over time is enough to ensure every staff member receives intentional attention from their leader.
  • This strategy works beyond administration. Teachers, family members, and friends can apply the same thinking to the relationships that matter most to them.


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Deck of Destiny: A Two-Minute Strategy for Building Classroom Connection - John Norlin07 Aug 202600:04:56

Today, host John Norlin shares a strategy called Deck of Destiny, a simple way to weave relationship-building into the daily fabric of the classroom without adding time to an already full schedule. Using a deck of cards connected to get-to-know questions, educators can create two-minute connection moments that are random, engaging, and easy to sustain.

He also explains why the real barrier to relational work is rarely time and more often priority, and how reframing "I didn't have time" as "that wasn't a priority for me" changes the way educators think about what gets woven into the school day.

In this conversation, John offers important reminders for educators and leaders:

  • Saying "I didn't have the time" and saying "that wasn't a priority for me" mean the same thing. Sitting with that distinction changes how we make decisions about what gets into the school day.
  • Two minutes of intentional connection at the start, end, or transition of class is enough to build the relational foundation that makes everything else work better.
  • Giving students a random, choice-based entry point into connection increases engagement and makes the routine feel fresh rather than formulaic.

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How One Phone Call Home Can Change a Family's Experience of School - John Norlin31 Jul 202600:04:49

Today, host John Norlin shares a strategy called the Kid in the Middle, a simple, low-burden approach to recognizing the students who rarely get attention in either direction. By calling home to compliment a family member on a positive trait their child brings to the classroom, educators can make an impact that lasts far longer than they might expect.

He also explains why this matters most for the students who never cause problems and never stand out. For many of their families, a positive call from school may be the first one they have ever received across an entire K-12 experience.

In this conversation, John offers important reminders for educators and leaders:

  • The students most likely to be overlooked are not the ones causing problems or earning top grades. They are the ones quietly in the middle, and they deserve intentional recognition too.
  • A phone call home that compliments a student's character costs less than five minutes and can stay with a family for years.
  • Families of middle-of-the-road students often go an entire school career without receiving a single positive call from school. That is worth changing.

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EMR: A Simple Reflection Strategy for More Intentional Relationships - John Norlin24 Jul 202600:04:10

Today, host John Norlin shares an evidence-based reflection strategy called EMR, developed by Dr. Clayton Cook. Using a simple roster exercise, educators categorize each student or staff member into one of three relationship phases: Establish, Maintain, or Restore, and then focus their energy where it is needed most.

He also explains why this kind of intentional reflection matters. You cannot be all things to all people at once, but taking a few minutes to identify where each relationship stands gives educators a clear, actionable starting point for being more purposeful in the work they do every day.

In this conversation, John offers important reminders for educators and leaders:

  • Relationships with students and staff are not all in the same place at the same time. Some need to be established, some maintained, and some restored, and knowing which is which changes how you show up.
  • You cannot prioritize everything at once. The EMR exercise helps educators zero in on the relationships that need the most intentional attention right now.
  • Restoring a relationship takes real, deliberate action. Naming it honestly is the first step toward doing something about it.

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The Temperature Check: Three Questions That Help You Know How Students Are Really Doing - John Norlin17 Jul 202600:04:31

Today, host John Norlin shares a practical classroom check-in strategy called the Temperature Check. Using three simple questions at the start of class, educators can get a quick read on how students are actually doing before instruction begins, and act on what they learn.

He also explains why that information matters beyond academic readiness. Knowing where students are emotionally on any given day gives educators the opportunity to respond, connect, and support students in ways that going straight into content never allows.

In this conversation, John offers important reminders for educators and leaders:

  • Three questions at the start of class, a name, a one-to-five rating, and an optional reason, take almost no time and give educators information they would not otherwise have.
  • A student who checks in low on a day they are normally high is information worth acting on, even without knowing the reason why.
  • How many days did we not know what a student was carrying because we never asked? That question is worth sitting with.

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True Story Friday: A Low-Burden Strategy for Building Classroom Connection - John Norlin10 Jul 202600:03:45

Today, host John Norlin shares a simple weekly strategy for helping students get to know the adults in their school: True Story Friday. By taking two to five minutes at the end of Friday to share a personal story, educators give students something they often want but rarely get, a real look at who their teacher actually is.

He also explains how a little preparation goes a long way, having stories ready in advance, offering students a choice of topics, and even letting a story carry over to the following week to build anticipation and connection over time.

In this conversation, John offers important reminders for educators and leaders:

  • Students want to know their teachers as people, not just as instructors, and giving them that access builds the kind of relationship that makes everything else in the classroom work better.
  • True Story Friday takes two to five minutes and requires no curriculum changes. It fits inside what educators are already doing each week.
  • A small amount of preparation, having a few stories ready before Friday arrives, makes this strategy easy to sustain and genuinely enjoyable to deliver.
  • Letting students choose the topic and leaving a story unfinished until next week turns a simple routine into something students actually look forward to.


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The Law of the Lid: Why the Energy in Your Room Starts with You - John Norlin03 Jul 202600:03:15

Today, host John Norlin shares a leadership concept called The Law of the Lid, drawn from Dr. John Maxwell's work. The core idea is straightforward: as a leader, you cannot expect the people around you to bring more energy, effort, or authenticity to the room than you are willing to bring yourself.

He also explains how this principle applies at every level of a school, from the classroom teacher setting the tone with students to the building administrator setting the tone with staff, and why the controllables like mood, preparation, and vulnerability are where leaders should focus first.

In this conversation, John offers important reminders for educators and leaders:

  • The energy level in your room is a reflection of what you as the leader are willing to bring. If you want more from others, start by examining what you are modeling.
  • Students and staff crave leaders who set the tone consistently, not just on good days.
  • If you want students to share more openly, they need to see you sharing. If you want them to work through difficulty, they need to hear how you have done it.
  • This concept is simple to understand but not easy to live out. That is exactly what makes it worth returning to.


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The Student Becomes the Teacher: A Simple Strategy for Student Connection - John Norlin26 Jun 202600:04:32

Today, host John Norlin shares a simple strategy for connecting with students, even thought who may have been hard to reach: The Student Becomes the Teacher. By asking students what they could teach you, educators can gain personal insight that opens the door to genuine connection, often in less than three minutes.

He also explains how a small investment of time outside the classroom, looking up something a student cares about, can change the entire dynamic of a relationship, and why that kind of intentional move is not one more thing on the plate, it is the plate.

In this conversation, John offers important reminders for educators and leaders:

  • Asking students what they could teach you is a low-burden, high-impact way to learn something personal about even the hardest-to-reach kids.
  • A few minutes of follow-through, like looking something up and referencing it at the door the next day, signals to a student that you see them as a person, not just a learner.
  • Students notice when an adult makes an intentional move to connect with them, and that moment can shift a relationship that nothing else has been able to crack.

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Lessons from the Bench: What Leaders Can Learn from Role Players - Brandon Bakke19 Jun 202600:20:34

Today our guest is Brandon Bakke, assistant principal at Gig Harbor High School and author of Lessons from the Bench. Brandon shares the core ideas behind his new book, a nine-lesson framework for bench players and role players in any organization who want to understand how to contribute meaningfully to a team's success.

He also explains why broadening the definition of success to include relationships, not just outcomes, gives role players a powerful and often overlooked way to contribute, and why leaders have a responsibility to explicitly connect every person's role to the larger goal the team is chasing.

In this conversation, Brandon offers important reminders for educators and leaders:

  • Most people will spend time on the bench at some point in sport, in work, in life, and how you operate in that role matters more than most people realize.
  • When people don't know why their role is important or how it connects to the bigger goal, effort declines and disengagement follows, that is a leadership problem to solve.
  • Athletics and other team environments are some of the only places where people can fail, struggle, and grow. Removing that adversity robs people of their greatest potential growth.

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About Brandon Bakke: 
A former high school and college basketball coach and player, Brandon played at Fresno State University from 1991–1996. He is a former high school head coach, and brings 29 years of experience in education—primarily as a high school administrator. He currently serves as an administrator at Gig Harbor High School in Washington State and previously worked as the Director of Secondary Education for CharacterStrong.

Brandon has spoken to thousands of educators and students across the country on building school culture, leadership, student mental health and well-being, and is an author and speaker who champions leadership, teamwork, and character development—both on and off the court. He is also the author of The Ordinary Extraordinary Soldier: The Letters and Journey of WWII Mechanic SSG George Henderson, 80th Infantry Division. Brandon earned his BA in History from Fresno State University. He earned his MA in Educational Leadership from City University of Seattle. 

How to Build Relational Capacity with Staff and Students from Day One - Derrick Lawson12 Jun 202600:21:21

Today our guest is Derrick Lawson, co-executive director of CATLL and CASCD and a former principal at all three school levels. Derrick shares practical strategies for building relational capacity with staff and students at the start of the school year, and why the first days of school should be spent on connection, not content.

He also explains how school leaders can build staff capacity for relationship-building by modeling connection activities, creating shared resources, and embedding brief connection routines into every staff meeting throughout the year.

In this conversation, Derrick offers important reminders for educators and leaders:

  • Students will not learn at their best until they feel seen, heard, and valued, and that environment has to be built intentionally before content can stick.
  • Teachers who say relationship-building "isn't their thing" often just lack a structure or script. Giving them ready-made activities and modeling them first removes that barrier.
  • When leaders model connection activities with staff, teachers replicate them in their classrooms. What you put in front of people is what you are most likely to see spread.
  • Ten years from now, students and staff will not remember individual lessons, they will remember how you made them feel.

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About Derrick Lawson: 

Derrick Lawson retired in June of 2025 after 9 years as Principal of  his Alma Mater – Indio High School in Desert Sands USD and 31 years as a K-12 principal at all three levels. Aside from being a K-12 student in the district, he returned his third year of teaching to the district and after teaching, served as a Facilitator in State and Federal Programs and a principal at all 3 levels and opened 2 new campuses. He has spent the majority of his career working in high poverty schools as well as with large populations of long term English Learners and special needs students. During his 9 years in the classroom, he taught all levels K-12 as well as in the University credentialing program as an adjunct professor. He was selected as ACSA Region XIX's Principal of the Year in 2010 and then selected as the ACSA State Middle Grades Principal of the Year and NASSP 2012 Principal of the Year for California and 2025 ACSA State Secondary Principal of the Year. He has served in several leadership roles for ACSA over the years.  In addition to serving his Charter, he was the Region 19 President and Treasurer as well as the NASSP State Coordinator for California and has been involved in State and National lobbying efforts for education from 2012 to the present. He served as the NASSP Region 7 Coordinator, leading the 9 western states and facilitating their advocacy and professional development efforts and a 3 year term on the Board of the National Association of Secondary School Principals. He has been directing one of the ACSA Principals Academies for the past 10 years.

His newest role is the Co-Executive Director for the California Association for Teaching, Leading, and Learning (CATLL) after serving on the board for 4 years. He lives in Bermuda Dunes and loves to travel, play piano, scrapbook, and all things Disney.  He is married with two adult children and an unexpected 4 (as his wife says) grand-dogs and a cat.

Episode 500 - Where Have We Been, Where Are We Now, Where Are We Going - John Norlin, Houston Kraft, & Lindsay Norlin05 Jun 202600:34:20

Today, John Norlin, Houston Kraft, and Lindsay Norlin mark a milestone: the 500th episode of the CharacterStrong Podcast. More than a celebration of numbers, this episode is a reflection on what 500 voices from educators across the country have taught the CharacterStrong team. and where the work is headed next.

They also share an honest look at where education stands right now, why relationships remain the constant no matter what else is changing, and what it might look like for schools to move from data overload to real-time, actionable support for students and staff.

In this conversation, John, Houston, and Lindsay offer important reminders for educators and leaders:

  • The same resource can transform one school and feel like one more burden in another, what makes the difference, almost every time, is leadership and vision.
  • Behavior challenges and attendance issues are still real, but what's making a difference in schools hasn't changed: educators who build genuine relationships with students.
  • When all we do is react to relentless demands, the work becomes unsustainable, being proactive is not just more effective, it's what keeps educators in the work.
  • Every interaction with a student carries weight you may not see in the moment. The work is serious, it is love in action, and it matters every single day.

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How Sharing Student Information Across Staff Improves School Outcomes - Steve Smith29 May 202600:20:00

Today our guest is Steve Smith, CEO and co-founder of IntelliSpark. Steve shares how IntelliSpark helps educators get to know students as people — not just learners — by making it easier to capture, share, and act on student information across an entire school team in real time.

He also explains how the platform addresses two persistent gaps in schools: the friction of sharing critical student information between educators, and the lack of just-in-time support for teachers who encounter a student need but aren't sure what to do next.

In this conversation, Steve offers important reminders for educators and leaders:

  • When educators know something personal about a student, even a brief conversation about it can shift the entire relationship and improve academic outcomes.
  • Critical information about a student — a loss, a struggle, a win — too often stays with one adult instead of reaching the whole team, and that gap has real consequences.
  • Most professional development is episodic, but the moments that require it are daily. Educators need tools and strategies available to them in real time, not just at the start of the year.
  • Every interaction with a student can be a pivotal one, even when neither the educator nor the student knows it at the time.


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The Secondhand Compliment: How Indirect Recognition Builds Stronger Connections - John Norlin22 May 202600:03:57

Today, host John Norlin shares a practical relationship-building strategy called the secondhand compliment — an intentional approach to recognizing students through another trusted adult, especially before a strong connection has been established.

He also explains why indirect recognition can land more credibly with students who don't yet feel seen, and how this simple three-step practice fits into the broader work of intentionally building, maintaining, and restoring relationships with students.

In this conversation, John offers important reminders for educators and leaders:

  • Direct compliments can sometimes feel off-putting to students you haven't connected with yet. Indirect recognition through another adult can feel more credible and genuine.
  • The secondhand compliment only works when the positive observation is specific and real, it cannot be fluff.
  • Delivering recognition through a coach, counselor, or administrator creates a network of adults who are actively affirming students together.

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Five Strategies to Strengthen Tiered Support Across Your District - Dr. Susanne Thompson15 May 202600:18:54

Today our guest is Dr. Susanne Thompson, Vice President of Business Development at SESI (Specialized Education Services, Inc.). Dr. Thompson shares five practical strategies for superintendents and building leaders who want to build stronger, more responsive tiered support systems, with a focus on reaching the most vulnerable students and celebrating progress along the way.

She also explains how MTSS works best when it's treated as a district-wide priority, not a department, and why celebrating incremental progress is just as important as reaching mastery, especially for the most vulnerable students.

In this conversation, Dr. Susanne Thompson offers important reminders for educators and leaders:

  • MTSS should be owned across an entire school system, not siloed in special education or guidance, the right adult response needs to show up everywhere students are.
  • Protecting time for teachers to actually use student data is one of the highest-leverage decisions a leader can make.
  • Investing in educator skill and confidence is the most direct path to better student outcomes. Many teachers aren't unwilling, they're undertrained.
  • Progress deserves celebration at every point on the scale, not just at the finish line. Movement matters, especially for your most vulnerable students.


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About Dr. Thompson: 

Dr. Susanne H. Thompson serves as Vice President of Business Development at SESI, where she leads growth strategy, programs, services, and market expansion. She is deeply focused on strengthening partnerships and building new relationships that extend SESI's reach—helping more students in need truly shine.

Susanne began her career as a classroom teacher in Pennsylvania and went on to serve as a building administrator, director of curriculum and instruction, and superintendent of schools. She has held senior leadership and executive roles at organizations including Discovery Inc., Discovery Education, Northwestern Lehigh School District, Carbon Lehigh Intermediate Unit, and Colibri Group with Moreland University.

Her expertise spans business development, sales and marketing, operational effectiveness, curriculum and instructional design, technology integration, and education-industry partnerships. Career highlights include presenting at ERDI, AASA, and state superintendent councils; writing for Teach Secondary in the UK; serving as a keynote speaker during National Digital Week in Ireland; supporting the launch of the Egyptian Knowledge Bank in Cairo; and teaching in Australia.

How High-Impact Tutoring Reaches the Students Schools Can Miss - Devon Wible08 May 202600:15:13

Today our guest is Devon Wible, Vice President of Teaching and Learning at Catapult Learning. Devon works directly with schools and districts to design high-impact tutoring programs that fit inside existing MTSS systems — helping the students most likely to fall through the cracks actually get the support they need.

She also explains how relationship-building sits at the center of this work, not as an add-on, but as the core driver of academic and behavioral outcomes. When students feel seen and supported in small-group settings, attendance goes up, behavior challenges go down, and learning accelerates.

In this conversation, Devon offers important reminders for educators and leaders:

  • Praising the process over the product builds resilience and strengthens relationships with both students and staff.
  • High-impact tutoring done well produces four to six additional months of learning in just 10 to 12 weeks, and those gains tend to stick.
  • Relationship is not something you add to the work when there's time, relationship is the work.

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About Devon Wible: 

Devon Wible serves as the Vice President of Teaching and Learning at Catapult Learning, where she leads the design, development, and implementation of high-impact academic programs and instructional initiatives. She oversees curriculum development, instructional quality, special education, and academic services—driving efforts that empower educators and improve student outcomes. Devon is passionate about ensuring equitable access to rigorous instruction and has championed initiatives in literacy and math intervention, high-dosage tutoring, professional development, and data-informed teaching practices. 

Under her leadership, Catapult has expanded its use of evidence-based programs, adaptive technology, and educator training models that support measurable academic growth. Most recently, her teams contributed to a 5% year-over-year increase in students meeting national growth benchmarks in reading and math.

Devon partners across teams to align strategy, execution, and innovation in service of Catapult's mission to close learning gaps and create brighter futures for all students. Devon began her career as a high school teacher and Teach For America corps member in Camden, NJ. She holds a bachelor's degree in history from Princeton University and a master's degree in Curriculum and Instruction from the University of Kansas.

How Pre-Correction Reduces Behavior Problems Before They Start - John Norlin01 May 202600:04:20

Today, host John Norlin shares a practical classroom strategy called pre-correction a proactive approach to reducing behavior correction before it's needed. This episode helps educators understand why constant correction increases conflict and disengagement, and what they can do instead to get ahead of it.

He also explains how pre-correction works as a system, not just a technique, by front-loading expectations before transitions, tasks, and high-risk moments. When implemented consistently, it shifts behavioral responsibility to students over time.

In this conversation, John Norlin offers important reminders for educators and leaders:

  • Constant correction increases interpersonal conflict, which damages classroom climate and drives disengagement.
  • Pre-correction means intentionally reminding students of expected behaviors before they enter a new setting or begin a task.
  • Effective pre-correction requires three steps: identify the situations, define the expected behaviors, and teach students why those behaviors serve them.

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Why Predictability Is One of the Most Powerful Tools in the Classroom - John Norlin24 Apr 202600:03:57

Today, host John Norlin shares a strategy called Grandma's Rule, a practical, research-backed approach to building predictability into the classroom through first-then scheduling and visual routines. John walks through why predictable environments lead to regulation, engagement, and ultimately learning, and how educators can set this up in a way that increases student motivation from the start.

This episode is part of the CharacterStrong Weekly series — short, immediately applicable strategies educators can put to work the same day.

In this episode, John offers important reminders for educators and leaders:

  • Students crave predictability, when they can anticipate what is coming and why, they are better regulated and more ready to learn.
  • First-then scheduling makes routines visible and explicit, giving students something to reference and helping educators get ahead of behavior proactively.
  • Sequencing preferred and less preferred activities strategically increases student motivation without requiring more time or resources.

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How to Train Yourself to Pause Before You React - John Norlin17 Apr 202600:04:08

Today, host John Norlin shares a strategy called the Tactical Pause, a simple, trainable habit of pausing before responding in high-emotion situations so that reactions come from intention rather than regret. John walks through what it looks like in practice and why building this habit in low-stakes moments is what makes it available when it matters most.

In this episode, John offers important reminders for educators and leaders:

  • Responding from emotion in the moment is easy, the Tactical Pause is a trainable habit that creates space between a situation and your response.
  • Practicing the pause in low-emotion situations is what makes it accessible when things get hard and the stakes are high.
  • Simple cues like walking through a doorway can serve as a daily reminder to set an intention before entering a space or interaction.
  • Responding with skill and empathy instead of emotion isn't one more thing on the plate, it is the actual plate.

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A Simple Strategy for Becoming a Better Listener - John Norlin10 Apr 202600:04:45

Today, host John Norlin shares a simple approach to staying focused in conversations when the noise of the day makes it hard to truly hear what someone is saying. He walks through exactly how to use it, step by step, in a way that makes the other person feel genuinely seen and heard.

In this episode, John offers important reminders for educators and leaders:

  • Truly listening to someone is harder than it sounds, the Click On strategy gives you a practical tool to cut through mental noise and stay present in conversation.
  • Listening for key topics and emotions gives you something concrete to hold onto and return to, which deepens connection in even short interactions.
  • Simple, intentional strategies practiced consistently are what make relationships stronger over time.


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How Schools Can Build Systems That Address the Root Causes of Behavior - Rebekah de Peo-Christner & Amy Lawrence03 Apr 202600:22:35

Today our guests are Rebekah de Peo-Christner, Assistant Director of Counseling, and Amy Lawrence, Director of Counseling and Social Work, both at Denton ISD in Texas. We discuss how their district created WRAP — the Wilson Restorative Action Plan — a family-centered alternative to exclusionary discipline that wraps support around students and families rather than cycling them through punitive consequences. Rebekah and Amy share how WRAP helps schools address the underlying reasons behind student behavior by building communication, conflict resolution skills, and real partnership with families.

They also explain how their district's SHIFT program helped administrators change the way they see and respond to student behavior, and why building systems around this work is what allows it to actually take hold across a district.

In this conversation, Rebekah and Amy offer important reminders for educators and leaders working to reduce exclusionary discipline and strengthen family partnerships:

  • Behavior is a form of communication, getting curious about the reason behind it leads to better outcomes than responding with punishment alone.
  • Families come in feeling defensive, and leading with vulnerability and empathy is what breaks down those walls and builds real partnership.
  • Exclusionary discipline without skill-building just cycles students back to the same place, schools need systems that address root causes, not just remove students.
  • You are only as strong as your community, lasting change happens when families, schools, and community partners are all working together.


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About Rebekah de Peo-Christner & Amy Lawrence:

Amy Lawrence is a passionate advocate for student and family well-being with 35 years in education, including 13 as Director of Counseling and Social Work in Denton ISD. She leads a robust team of counselors and social workers and was instrumental in launching two Family Centers that provide free counseling services. A graduate of Texas State University and the University of North Texas, Amy actively serves on the Denton County Behavioral Health Leadership Team. Her heart for service and commitment to trauma-informed care continue to shape safe, supportive systems across one of Texas's fastest-growing school districts.

Rebekah de Peo-Christner brings over 27 years of experience in education and counseling, with a focus on student mental health and trauma-informed care. She currently serves as Assistant Director of Counseling for Denton ISD and helped establish the district's Family Center, offering free counseling to students, families, and staff. Rebekah holds degrees in psychology and marriage and family therapy, is a TBRI® Practitioner, LPC Supervisor, and adjunct faculty at Texas Woman's University. She also maintains a private practice and previously served as a Mobile Assessor for psychiatric crisis response.
What You Do Matters Every Day - John Norlin27 Mar 202600:10:24

Today, host John Norlin shares a powerful reminder about the reach of educator influence, sparked by an unexpected email from a former exchange student, now living in Slovakia. What follows is a reflection on why the work educators do matters far beyond what they can see or measure. Drawing on the Amazing Law of Influence and a story about a smile that changed a life, John reminds us that small, intentional actions ripple outward in ways that are impossible to fully track, but no less real.

In this episode, John offers important reminders for educators and leaders:

  • Educator influence doesn't end at graduation, it travels across years, careers, and continents in ways you may never hear about.
  • Small, consistent actions like a smile, a greeting, or a kind word can shift someone's entire experience without you ever knowing it.
  • The greatest weight in education isn't the workload, it's understanding that what you do matters every single day.
  • You don't need to see the outcome of your influence for it to be real, most of it happens quietly, long after students leave your classroom.


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Why Every Student Needs at Least One Caring Adult - Michelle Marcellin, Nancy Buyle, Sara Orris20 Mar 202600:21:26

Today our guests are Michelle Marcellin, Staff and Student Support Consultant, Nancy Buyle, School Safety and Student Assistance Consultant, and Sara Orris, School Health and Homeless Education Consultant — all at Macomb Intermediate School District. We discuss how schools can ensure every student is connected to at least one caring adult through a practical, research-backed approach called Silent Mentoring. They share how this three-step process helps schools identify disconnected students, match them with caring staff, and build the kind of intentional relationships that improve attendance, behavior, and belonging.

They also explain why this work isn't just a teacher responsibility — and how small, consistent actions from any adult in a building can dramatically shift school culture and student outcomes.

In this conversation, Michelle, Nancy, and Sara offer important reminders for educators and leaders working to strengthen student connection:

  • Every student needs at least one adult in their building who knows them, not just an adult they know best.
  • Silent Mentoring works because students feel genuinely cared for rather than assigned to an adult out of obligation.
  • A hello, a quick update, and a goodbye a few times a week is enough to build real trust with a disconnected student.
  • Research shows just one caring adult can significantly impact a student's resilience, and school is often the best place to find that person.


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Building School Systems That Strengthen Connection, Culture, and Student Success - Brenda Ortiz McGrath13 Mar 202600:15:09

Today our guest is Brenda Ortiz McGrath, district administrator, school committee member, author, and founder of the family engagement platform CoreKind360. We discuss why student support and character development must move from being an occasional initiative to becoming part of a school's foundation. Brenda shares how schools can embed life skills, relationship-building, and proactive student supports into daily instruction, leadership practices, and school culture.

She also explains why strong district leadership, clear messaging, and community partnerships are essential for building systems that strengthen connection, improve school culture, and support student success.

In this conversation, Brenda offers important reminders for educators and leaders working to build stronger school communities:

  • Connection before correction builds trust and helps educators better understand the reason behind student behavior.
  • Life skills and character development should be embedded into daily instruction and school culture, not isolated in a single period or program.
  • District leadership and clear strategic planning are essential for making student support systems a true priority across schools.
  • Schools must design systems that prevent disconnection, not just respond to problems after they occur.

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Why Career and Technical Education Matters for Today's Students - Brooke Martin06 Mar 202600:15:15

Topic: Career and Technical Education • Career Pathways • Workforce Readiness

Today our guest is Brooke Martin, Executive Director of Career and Technical Education at Aldine ISD in Texas. We talk about why career and technical education (CTE) is becoming essential for helping students explore career pathways and workforce opportunities while still in high school. Brooke shares how industry certifications, work-based learning, and strong community partnerships allow students to gain real-world experience and make more informed decisions about their future.

In this conversation, Brooke offers clear reminders for leaders working to expand career pathways and student engagement:

  • Career and technical education gives students real-world experiences that help them explore career paths earlier.
  • Industry certifications and work-based learning allow students to graduate with skills that translate directly into the workforce.
  • Exposure to multiple career pathways helps students make more informed decisions about college, careers, and future opportunities.
  • Hands-on learning increases student engagement by connecting classroom learning to real-life applications.


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About Brooke Martin: 

Brooke Martin serves as the Executive Director of Career and Technical Education at Aldine ISD. She has dedicated her entire career to empowering students with opportunities in CTE and Aldine ISD. Brooke actively participates in various committees within the State Career and Technical Association of Texas, advocating for student advancement. As a member of the state board and the Gulf Coast Region for CTE, she channels her passion into policy advocacy. She firmly believes in the transformative potential of CTE programs, witnessing firsthand the resilience of students when exposed early to real-world workforce scenarios. She champions the notion that regardless of background, every student should have access to authentic industry experiences. For her, the true impact lies in bridging classroom learning with practical industry opportunities through work-based learning initiatives. Currently pursuing her PhD, Brooke's research focuses on CTE structures and identifying pathways to enhance students' authentic industry experiences. Through her academic pursuits and professional endeavors, Brooke remains dedicated to shaping a future where education is not just about acquiring knowledge but also about empowering students for meaningful careers.

Repurposing Time: A Practical AI Strategy for Educators - Sean Beaverson27 Feb 202600:16:09

Today our guest is Sean Beaverson, Director of Technology at Orono Public Schools. We talk about how schools can use AI in education to reduce teacher workload and reclaim instructional time. Sean shares a practical approach to lowering cognitive load by offloading administrative tasks to AI, allowing educators to repurpose time toward relationships, collaboration, and deeper learning.

In this conversation, Sean offers clear reminders for leaders working to reduce workload and restore professional time:

  • AI can reduce teacher workload by offloading low-cognitive-load administrative tasks.
  • Reclaimed time must be intentionally repurposed, or it will quickly disappear.
  • AI works best as a thought partner that enhances professional judgment, not replaces it.
  • Reducing cognitive load allows teachers to focus on relationships and high-impact instruction.
  • The goal of AI in education is not efficiency alone, it is strengthening human connection.


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About Sean Beaverson: 

Sean Beaverson is the Technology Director for Orono Public Schools, where he leads the district's work to make technology supportive, reliable, and centered on the needs of students and staff. With 25 years in education, he focuses on clear communication, thoughtful innovation, and helping teachers and students thrive in a rapidly changing digital world.

From Intention to Impact: The Science of Implementation20 Feb 202600:25:04

Today our guest is Jenice Pizzuto, Implementation Training Specialist at CharacterStrong. We dive into why change is both personal and emotional, and how implementation science gives leaders a roadmap for turning intention into lasting impact.

If you've ever adopted a new initiative only to watch it fade, this conversation will help you understand why, and what to do differently.

In this episode, we answer critical leadership questions about implementation:

  • Why do new initiatives fail even when the idea is strong?
  • What is the difference between a theory of change and a change theory?
  • Who should be on an implementation team?
  • Why should implementation goals focus on adult behavior first?


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The 30-Second Feedback Strategy That Strengthens School Culture - Meghan Lawson13 Feb 202600:15:36

Today our guest is Meghan Lawson, Assistant Superintendent at Sycamore Community Schools in Cincinnati, Ohio. We talk about how small, consistent moves can grow collective potential across a school system. Meghan shares the 30-Second Feedback Protocol, a simple strength-based strategy that builds trust, reinforces effective practice, and strengthens culture without adding more to the plate. She highlights how 1% of intentional time can create meaningful impact for teachers, leaders, and students.

In this conversation, Meghan offers clear reminders for leaders working to grow culture and capacity:

  • Small, strength-based feedback builds trust faster than deficit-based evaluation.
  • Just 1% of intentional time can meaningfully improve culture and collective potential.
  • Specific cause-and-effect feedback increases the likelihood that effective practices are repeated.
  • People need to hear something positive about their work every seven days to feel that they matter.


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About Meghan Lawson: 

Meghan is the author of Legacy of Learning: Teaching for Lasting Impact. She has worked in all levels of public education as a teacher, assistant principal, principal, educational consultant, and district administrator. Meghan currently serves as the Assistant Superintendent of Teaching & Learning for Sycamore Community Schools located in the Cincinnati, Ohio area.

Creating Belonging Through Systems That Work - Kendrick Claxton06 Feb 202600:20:10

Today our guest is Kendrick Claxton, Vice Principal at Central Middle School in Kansas City Public Schools. We talk about how positive school culture is built through systems that create belonging, safety, and consistent adult support. Kendrick shares how mentorship, trusted adults, and simple daily practices help students feel seen and supported. He highlights how consistency, not grand gestures, drives stronger engagement, safer schools, and better outcomes for students and staff.

In this conversation, Kendrick offers clear answers to questions school leaders are asking every day:

  • A sense of belonging is built when every student has a trusted adult and experiences consistent care.
  • Simple systems like threshold greetings, and student feedback strengthen school culture and safety.
  • Consistency matters more than programs because it creates psychological safety for students and staff.
  • Strong mentorship supports higher engagement, fewer behavior incidents, and stronger academic outcomes.

 

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About Kendrick Claxton: 
Kendrick D. Claxton is a dedicated educator and transformational leader committed to empowering students and shaping the future of education. Serving as the Vice Principal of Central Middle School in Kansas City Public Schools, he brings a deep passion for student success, mentorship, and academic excellence. A proud native of Saint Louis, Missouri, Mr. Claxton's journey in education began in the classroom. His experience in the classroom shaped his belief that education is more than just instruction, it is a gateway to opportunity, a tool for empowerment, and the foundation for a brighter future. Guided by the words of Malcolm X, "Education is the passport to the future, for tomorrow belongs to those who prepare for it today," he has dedicated his career to ensuring that every student has access to that passport.

A Principal's Approach to Making Middle School Lessons Stick Schoolwide - Dr. Joe Sweeney30 Jan 202600:15:05

Today our guest is Dr. Joe Sweeney, principal at Old Quarry Middle School and the 2025 Illinois Principals Association South Cook Region Middle School Principal of the Year. We talk about how Joe uses a schoolwide podcast to bring consistent lessons to life and elevate student voice. He shares how recording short episodes with students helps simplify implementation, increase engagement, and meet teachers where they are. He highlights how this approach builds consistency, reduces staff burden, and creates a culture where students look forward to the work.

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Dr. Joe Sweeney is an accomplished educational leader, creator and host of the Principal Leadership Lounge Podcast, devoted husband, and proud father who has spent nearly two decades shaping the lives of young people. He currently serves as the principal of Old Quarry Middle School, a role he has held for seven years, where he is known for his student-centered leadership and his belief that exceptional schools are built upon three foundational pillars: strong academics, meaningful relationships, and a positive learning environment. As he often says, "Create a school environment where people want to be, and the rest will fall into place."

How Student Voice and Developmental Assets Drive Schoolwide Growth - Pierre Orbe23 Jan 202600:24:25

Today our guest is Pierre Orbee, Principal at DeWitt Clinton High School in New York. Pierre was named the School Administrators Association of New York State's 2025 New York State Principal of the Year, the Association of Latino Administrators and Superintendents' 2025 National Principal of the Year, and the K-12 Dive 2025 Principal of the Year. We talk with Pierre about how shoring up the underlying developmental assets students need can unlock stronger outcomes and long-term success. Pierre shares how student voice, a clear framework, and consistent follow-through help schools identify what students are missing and build structures that match real needs. He also highlights how listening first, setting high expectations, and creating the right incentives can shift culture without changing the kids.

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Why Names, Presence, and Energy Matter in Leadership - Andrew Marotta16 Jan 202600:16:37

Today our guest is Andrew Marotta is an author and presenter, and is the Director of Communications & Academic Services at Port Jervis Schools, NY. We talk with Andrew about the power of positive energy and how small, intentional actions shape how people feel in schools. He shares practical reminders like learning names, using names often, and being fully present in brief moments. Andrew also highlights how slowing down, focusing on what matters most, and leading with intention can create stronger connections each and every day.

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Andrew Marotta is the Director of Communications & Academic Services at Port Jervis Schools, NY.  He was Principal & AP for the last 20 years in the great small city of Port Jervis. He took on a new challenge in the 23-24 school year, moving to this director position, allowing him to promote and carry the banner for Port Schools in a new and creative way while giving him more flexibility to travel and present nationally as an inspirational speaker.  He is a husband, father, adjunct professor of school leadership, former Division 1 men's college basketball official, speaker, & author.  

Creating Calmer Classrooms by Supporting Educators - Kait Ahlbrandt09 Jan 202600:12:52

Today our guest is Kait Ahlbrandt, school psychologist and Director of Customer Success at EmpowerU. We talk about why educator wellbeing is essential to student success and how adult regulation shapes classroom climate. Kate shares why intentional listening and making space for connection matter, especially when educators feel overwhelmed. She highlights the need for practical, realistic supports that help educators show up present, regulated, and ready to teach.

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Top 6 of 2025: Simple Systems, Lasting Impact: Character Through Daily Announcements - Meg Boyd02 Jan 202600:22:57

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Top 6 of 2025: Systems Over Goals: Building Belonging in Schools - Dr. Darian Jones02 Jan 202600:16:52

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Top 6 of 2025: Doubling Tier 1 Usage: Building Stronger Classrooms Through Character, Connection, and Data - Amy Fairchild & Crystal Hooper02 Jan 202600:21:14

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Top 6 of 2025: Relational Strategies That Strengthen Academics - Dr. Lori Lynass26 Dec 202500:17:50

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Top 6 of 2025: The Power of Presence in a Rushed World - John Norlin26 Dec 202500:06:09

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Top 6 of 2025: Don't Forget These Learners: Practical Adaptations That Work - Sara Nussman26 Dec 202500:22:22

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Balancing High Accountability with High Support for Tier 2 & 3 Interventions - Chris Fore19 Dec 202500:23:20

Today our guest is Chris Fore, Principal at Mojave High School, in Hesperia, CA. We talk with Chris about why it is important and how it is guiding his work everyday. He shares how creating high-accountability meetings with parents and teachers led to a nearly 60% reduction in failure rates. Chris also highlights the impact that "flipping the script" on parent communication has as he has celebrated individual student wins with positive phone calls home.

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Chris Fore is the Principal at Mojave High School, a 2025 California Department of Education Model Continuation School. Fore coached high school football for sixteen years (eight as a Head Varsity Coach) and Junior College football for one. He spent six years as an Athletic Director where both schools set the school record for the most Championships won in one year; both stand to this day. (One was set in 2010, the other in 2013.) He has also served as the Administrator supervising athletics and the Athletic Director for 4.5 years. His education includes: a Master's degree in Coaching and Athletic Administration, an Administrative Services Credential (CA), Education Specialist Credential (CA), and a Bachelor's degree in Religious Studies.

Practical Strategies for Building Teacher Buy-In at the Secondary Level - Crystal Keck & Wendy Uzzle12 Dec 202500:22:28

Today our guests are Assistant Principal Crystal Keck & Humanities Instructional Coach Wendy Uzzle from Bowie High School in Austin, TX. We talk about the unique challenges and solutions for implementing CharacterStrong at the high school level. Crystal & Wendy share how they utilized a "soft launch" approach and adjusted their schedule from 3rd period to advisory based on honest student feedback. They also highlight practical strategies for increasing teacher confidence, including creating a "one-stop shop" for materials and live demonstrations of the low-prep curriculum.

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Increasing Attendance and Belonging by Flipping the Script on Student Support - Leandra Torra05 Dec 202500:17:19

Today our guest is Leandra Torra, Social Emotional Learning and Trauma Informed Care Manager at Jefferson County Public Schools. We talk with Leandra about an innovative approach to Tier 2 support that solves capacity issues by partnering elementary schools with neighboring high school student mentors. She shares how this student-led model helped younger students "graduate" from support groups while significantly improving attendance and belonging. She highlights the necessity of a strong Tier 1 foundation and why leaders must prioritize connection before students are truly ready to learn.

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The Power of the Post-It Note: A Simple Connection Strategy - John Norlin28 Nov 202500:04:32

On today's episode CharacterStrong Co-Founder John Norlin talks about the "Power of the Post-It Note," a simple strategy to build connection with students. He shares practical ways to use written notes for compliments, questions, or behavioral pre-corrections during class. He highlights how small, low-cost investments of time can leave a lasting legacy for students.

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