Gregg Behr, executive director of the Grable Foundation and co-author of When You Wonder, You’re Learning, joins Joe and TJ on FocusED.​

The episode centers on Mr. Rogers’ lessons in creativity, curiosity, care, and what they mean for schooling today.​

Fred Rogers is framed as an innovator who used the technology of his time to make what was attractive to kids also good and constructive.​

Behr explains that Rogers studied with major child development experts and quietly embedded learning science into puppetry, lyrics, routines, and set design.​

The book argues that Fred was ahead of his time and offers a blueprint for education in 2025 and beyond.​

Rogers’ classic “crayon factory” episode illustrates starting with something familiar, then moving students into the unknown in a safe way.​

Behr parallels this with a 10th grade AP World Cultures teacher who begins each lesson with a concrete artifact to spark curiosity before exploring complex historical content.​

TJ raises the idea of teachers developing a deliberate “teacher self” or persona.​

Behr emphasizes that Rogers would want adults to bring their full, authentic selves to learning spaces, viewing each interaction with a child as “holy ground.”​

He notes that the goal is not to create “modern-day Fred Rogers,” but the most authentic version of each educator.​

Behr argues that psychological safety, belonging, and feeling “loved and capable of loving” are prerequisites for academic outcomes.​

He describes leaders who successfully blend care and accountability by granting teachers permission: small discretionary funds, time to observe others, and space for peer-led professional learning.​

Behr calls wonder a skill that, like empathy, must be practiced intentionally.​

He shares the “Ask It Basket” strategy, where off-topic student questions are written down, saved, and revisited together, signaling that wondering is valued and safe.​

He also highlights “awe walks” in nature, literature, math, and school hallways as routine opportunities to notice and nurture curiosity.​

For leaders focused on test scores and strategic plans, Behr points to evidence from schools that build in “guaranteed wonder time” through personalized learning and maker spaces.​

These environments increase student agency, reduce dropouts, decrease charter flight, and improve math and English scores while fostering deeper unmeasured learning.​

Behr describes Remake Learning as a 20-year network of 800+ schools, museums, libraries, early learning centers, and creative industries advancing engaging, relevant learning.​

Resources at remakelearning.org and remakelearningdays.org include open publications on profiles and portfolios, maker-centered learning, STEM, and human flourishing.​

Behr describes his hoped-for legacy as creating a real-life “land of make believe” for children—a connected learning landscape across schools, after-school programs, early learning, and internships.​

He wants regional pathways where kids can find passions, interests, and purpose, supported by intentional collaboration among caring adults.

Our guest for this episode of FocusED is Principal EL.

Principal EL believes every child deserves at least one adult who is “crazy about them,” and that leaders must be intentionally curious about students’ lives outside of school to build belonging.

Consistency, he explains, is the backbone of strong relationships; students need to know their principal will show up day after day, even after conflict. He believes visible presence in classrooms, hallways, cafeterias, and the yard is non-negotiable if leaders want students to feel seen and safe.

He points out that simple moves—sitting with students at lunch, playing chess, listening—often open doors to conversations kids have never had with adults. He believes many students “ask for love in the most unloving ways,” so leaders must stay when it’s hardest, not just when students are easy to manage.

For staff, he emphasizes that support starts with small acts: covering a class so someone can use the restroom or bringing a cup of tea on a tough day. He believes real appreciation cannot be confined to Teacher Appreciation Week; it has to live in daily culture and behavior.

On staffing, he argues that “the best form of retention is recruitment, and the best form of recruitment is retention,” especially in a hiring market that feels like the Hunger Games. He believes interviews must surface “villagers”—people willing to show up for families and students beyond academics, with real examples of care.

He draws a sharp line between a teaching culture and a learning culture. He believes that impact rests less on the ability to teach and more on the willingness to learn, accept feedback, and say, “Can I learn from you?”

He cautions that leaders must balance accountability and support because it is easier than ever for teachers to say, “I can quit today.” He believes students still need adults who choose to stay and see the work as a calling, not just a job.

Regarding technology, he warns that social media and cell phones sit at the center of many climate issues, from late-night gaming to drama on Instagram. He believes policies like “bell to bell, no cell” help students be more present and less stressed in class.

Personally, he shares that gratitude, meditation, running, and time in the gym keep him grounded and able to pour into others. He believes leaders should wake up knowing someone needed them that day and go to bed counting the blessing of being able to serve.

Even after 39 years, he jokes about needing a book that would finally teach him how to retire, yet he keeps coming back. He believes the real reason is the student on the bus who asks, “Are you coming back next year?”—a reminder that choosing to stay still changes lives.

Principal Kafele notes that being an instructional leader is a non-negotiable responsibility for any administrator who supervises teachers.​

He says that schools should prioritize instructional coaching over just operational or disciplinary management, ensuring that every teacher receives support for instructional growth.​

Principal Kafele notes that he wrote his recent book to help school leaders focus on their value to teachers and shift away from outdated practices where administrators only manage discipline and logistics.​

He says that schools should provide leaders with a “leadership plan” as intentional and well-crafted as a teacher’s lesson plan, rather than leaving each school day to chance.​

Principal Kafele emphasizes that culture in a school requires attention just like a relationship—if neglected, disruptions will result, but if nurtured, the environment becomes positive and productive.​

He says that schools should cultivate a culture where classroom visits are paired with meaningful, methodical conversations that build trust and promote teacher growth, not anxiety or fear.​

Principal Kafele tells listeners that sending a timely, specific feedback after classroom visits helps teachers focus on their students and not worry about the leader’s perceptions.​

He says that schools should recognize that one size does not fit all in leadership—experienced teachers and new staff have different needs and require differentiated support.​

He says that schools should help leaders overcome “instructional blind spots” and understand they are not expected to master every content area, but must be expert in pedagogy and committed to continuous learning.​

Principal Kafele says that effective instructional leadership means partnering with teachers, learning alongside them, and bringing culturally relevant perspectives into the classroom to reach every student.​