School Psyched Podcast!

Have you listened to the School Psyched Podcast? The tagline—because none of us is as skilled as all of us—pretty much says it all. Recorded on the first and third Sundays of the month, this podcast is a collaborative discussion among psychologists about school safety, executive functioning, ADHD, SEL, assessment, and other K-12 topics.

[Editor’s Note: eSchool News will be featuring a K12 podcast every Friday. Send your favorites to]


Can we design schools where teachers and students thrive?

In order to fully support teachers as they mold students into tomorrow’s innovators, school leaders must create schools that empower teachers to grow and have meaningful collaboration, according to a new report from 100Kin10.

Too often, the authors note, leaders assume they must choose between student learning and teacher learning, focusing on one and ignoring the other. In fact, the two are connected; when teachers flourish, they are more satisfied and stay in their classrooms longer, leading to stronger instruction and greater student achievement.

During a two-year period, 100Kin10 developed the Grand Challenges, which created a roadmap of the underlying problems facing STEM education. It also identified 104 critical challenges and catalysts that, if improved, could be the impetus for the greatest STEM education improvements across the education system.

The report draws from three of those catalysts to address three major issues related to teachers’ work environments:
1. Relevant professional growth during the school day
2. Opportunities for teacher collaboration during the school day
3. School leader responsibility for creating positive work environments

100Kin10 intends the report to help “lay the groundwork and be the launchpad for diverse, coordinated, and mutually reinforcing efforts to improve school work environments.”

A number of components contribute to better integration of professional growth and collaboration:

  • One to two hours per week of consistent, frequent, intensive interactions between a coach and/or teacher leader and with collaborative teams
  • Formal roles for teacher leaders that are well-defined, with clear authority and accountability attached to the role, multiple roles in a teacher leadership career path
  • Clear, new roles for school leaders as supporters of teacher leadership, and through a distributed leadership model
  • Structures, tools, and resources that guide collaboration and professional growth activities and ensure they are relevant, meaningful, and actionable
  • Capacity-building and ongoing support for school leaders, teacher leaders, and teachers to effectively carry out professional growth and collaboration activities during the school day
  • A high-quality standards-aligned curriculum serving as a precondition of and foundation for teacher growth and collaboration activities

So you think you understand UDL?

I thought I had a pretty good handle on universal design for learning (UDL), but after chatting with Katie Novak, Ed.D., I realize I didn’t understand the framework at all. Novak, author of UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms, Second Edition and assistant superintendent of schools at the Groton-Dunstable (MA) Regional School District, helped me truly understand what UDL is and, perhaps more important, what it isn’t.

Q: What exactly is UDL, and why does it matter?
A: Our classrooms today are incredibly diverse. As we embrace equity and inclusion, we have to meet the needs of all students. To do this, we have to change the way we “do” school. When I was young, we were tracked, starting in first grade, into “high” or “low” reading groups, gifted, etc. Now we know that’s not good for anyone. Classes have a wide mix of strengths and weaknesses, and a one-size-fits-all curriculum does not meet most children’s needs.

In 1990, the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) renewed our national focus on the least-restrictive environment. As more and more students were educated with their peers, we started to realize that having all students read the same book and take the same test doesn’t work. We began providing accommodations through differentiated instruction and teachers figured out what to change or modify to accommodate “disabled” learners. Although this allowed students to access knowledge, they weren’t empowered to become learners and make choices for themselves. Instead, the curriculum was compartmentalized and decisions were consistently made about students without their voice.

The UDL framework starts with the belief that every student is different and that’s the norm. We call these differences “variability” and we embrace it. When students come to us differently, and they face barriers to learning, it’s our curriculum that’s disabled, not our students. All students have assets and strengths and goals and interests. UDL lets us offer them options and choices to create personalized pathways to meet very rigorous goals. Our job is to teach them as they come.

Q: Can you give me an example?
A: Sure. In English language arts, students need to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot. Ten to fifteen years ago, the whole class would read The Old Man and the Sea, analyze how Santiago develops over the course of the text, and write an essay. But that doesn’t tell the teacher if the students understand characterization; it only proves they can answer questions about that novel.

With UDL, you look at a traditional lesson and start by identifying the barriers. For this example, the barriers of handing out the same novel to every student could be that the reading level is too rigorous, or not challenging enough, the students lack necessary background knowledge, or visual processing is challenging. To eliminate those barriers, I would provide options like listening to the novel, providing visuals or supporting background knowledge through a video, reading with a partner, or choosing a different book. To teach about characterization, I’d provide students with the option to work individually or in small groups and offer resources and videos so they can personalize their learning and connect it to a text that’s relevant, authentic, and meaningful to them.

After that, I’d ask students to express what they learned about character development by either writing an essay, creating an infographic, doing a presentation, creating a vlog, working alone or with partners, and so on. In UDL, I start with the goal and consider which options and choices students need to achieve that goal. There are numerous pathways to reach the same destination.

Q: That sounds like differentiated instruction.
A: UDL empowers students to recognize their own interests and needs and personalize learning to their standard. Differentiated instruction is about what the teacher will do, based on her perceptions of students’ needs. With UDL, teachers proactively design the curriculum to eliminate barriers. Differentiated instruction emphasizes the teacher’s role to address students’ needs; the teacher constructs activities based on different groupings of students. UDL empowers teachers to design lessons for the broadest possible range of students.

Q: Wow; the two are really quite different. Tell me more about UDL.
A: With UDL, we let students make choices and then participate in a self-assessment. They learn how their choices allowed them to work toward their goals so they can make adjustments and learn about what works and what doesn’t.