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AP World Cultures teacher who begins each lesson with a concrete artifact to spark curiosity before exploring complex historical content.​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.​

FocusED Show Notes with Guest Julia Bialeski

Julia shares that her book Leading with Grace was inspired by her personal and professional transitions within public education, reflecting on the impact of leadership roles on her growth and identity.​

She describes the “leadership lifespan” concept—emphasizing that leadership is temporary and every position involves unique phases and resets, regardless of prior experience.​

Julia talks about how pivotal and formative challenges, like becoming a principal just before the pandemic, reshape leadership perspectives, emphasizing the importance of calm, communication, and empathy during crisis.​

She acknowledges that meaningful reflection often happens after difficult moments, not during them, and encourages leaders to create mechanisms for regular reflection, such as notes apps, calendar logs, or journals.​

Julia highlights the value of having others help identify one’s strengths, and how post-crisis reflection can reveal qualities like strategic thinking and effective listening that may be overlooked in the busy moment.​

Julia stresses the power of consistency over intensity, encouraging leaders to track small daily wins and progress for long-term growth.​

She recommends creating a “time sanctuary” with protected personal routines, sharing how her morning routine keeps her energized and clear-headed for leadership decisions.​

Julia is a strong advocate for habit formation, minimizing decision fatigue through automation of daily routines, and finding what works individually for each person, citing books like Atomic Habits and The Miracle Morning.​

She discusses boundaries as essential for well-being, sharing recent reads and insights about setting personal limits and organizational support structures.​

Julia recommends integrating reading into daily routines to foster continuous professional growth, preferring physical books and sharing tips for making time for reading over distractions like TV or scrolling.​

She underscores the point that “leaders are readers,” encouraging ongoing curiosity and deep dives into “pockets of interest” for lasting impact.​

We hope you enjoy this episode of FocusED with Julia Bialeski and don't forget to follow us at TheSchoolHouse302.com for podcasts, blog posts, books to read, and more.

This episode of FocusED was brought to you buy Bullseye. If you're an instructional leader who wants to up your game with better feedback and stronger tracking systems, book your demo for Bullseye today. Tell them we sent you!

FocusED Show Notes with Guest Hedreich Nichols

Hedreich, author of Finding Your Blind Spots: Eight Guiding Principles to Overcome Implicit Bias in Teaching, joins the show to discuss the need for systemic change in education.

Hedreich shares stories from her childhood and her son’s experiences in school, highlighting the pressure and discomfort that comes from expecting students of color to represent entire groups, especially during heritage months.

She urges educators to recognize that there is not one “history,” but multiple “histories”—valuing diverse perspectives and voices in the classroom.

The episode explores strategies to build inclusive learning environments, such as expanding our “us” circles, fostering empathy for all groups (including those who may feel unfairly blamed), and acknowledging America’s persistent social divisions.

She explains that everyone has “blind spots”—unconscious biases and stories we tell ourselves, often based on upbringing and past experiences. She shares techniques for self-reflection, like identifying emotional triggers and exploring their origins.

Storytelling is highlighted as a powerful leadership tool. Hedreich advises school leaders to use personal and community stories to bridge differences, build relationships, and promote meaningful change.

The conversation encourages listeners to reimagine broken relationships and to “go first” in mending divides—whether in family or professional settings.

The episode concludes with a reminder that building equity and inclusion is about embracing complexity, remaining open to new perspectives, and taking personal responsibility for growth as educators.

This episode is brought to you by Bullseye. If you're an instructional leader who wants to get more out of your walkthroughs, go to Bullseye.education today.

FocusED Show Notes with Guest Matthew Woods

Dr. Woods starts the conversation with the fact that collaborative leadership means that we’re all coming to the table with perspective, and it’s important to recognize that everyone has a unique contribution to the team.

Matt discusses a pitfall when we invite people into our offices to air their grievances--it’s not as simple as it sounds.

We talk about the limits of our decision-making at each level of the leadership ladder, and sometimes people in the field don’t realize those limits.

It was great to hear him talk about setting a vision and then letting folks set goals to reach that vision.

He says that great leaders are the ones who identify the right people for the right aspects of a problem.

Matt uses his experience at the school and district level to share how we can scale collaborative leadership within a system.

Don’t miss what he says about a literacy initiative across the curriculum and monitoring that during walkthroughs.

He tells a story about teachers who were hungry for support and the collaboration that came from it. It reminds us of Extreme Ownership by Jocko Willink.

Matt says that the first strategy of a leader is to assess the current conditions. Before making any changes, we have to understand the environment.

He talks about his response to others when they say, “Matt, you need to slow down.” He gets energy from the speed and intensity of his work.

Matt discusses the inception of his podcast and what he hopes others will take from it.

Leadership can be tough but it’s a privilege. ~ Dr. Matthew Woods

Books We Recommend Based on this Podcast with Matthew Woods

How Leaders Decide by Greg Bustin

How to Win Friends and Influence People by Dale Carnegie

FocusED Show Notes with Guest Kristy Volesky

Kristy Volesky is the author Transformational Work-Based Learning: Leading Exceptional Internship Programs.

Kristy starts by defining work-based learning with a simple explanation: learning that is based on working. But, she says that it doesn't have to be students working.

Don’t miss what she says about having a before, during, and after strategy for WBL.

Kristy describes the fact that WBL should be with industry partners, and students should have access to people in the field.

She says that the outcomes have to be mutually beneficial for the industry partner and the student. For the partner, they can train their future workforce early, gain access to future employees, and maintain relationships over the course of college or apprenticeship programs and then bring students back into the economy.

Kristy provides school leaders with talking points for developing industry partners who might be reluctant to take on minors.

She tells a story about a construction company and how the process for building partnerships grew from one to many.

Joe asked about innovative partnerships, and Kristy points to an example of a partner that took on a bunch of different career paths within the same organization.

We discussed how work-based learning can start in elementary schools where students can do activities for career awareness. Kristy says that 80+ opportunities to learn about different careers in the K-12 experience is ideal.

She literally walks listeners through the design of an elementary work-based learning experience by making minor adjustments to events that already exist.

Kristy is inspired by her former role as a WBL coordinator. She grew a program, making it more effective, and then went to the state level to scale that work.

She says that her network is where she learns and grows. “I surround myself with really smart people.” ~ Kristy Volesky

Joe reminds listeners of Jim Rohn’s quote: “We are the average of the 5 people we spend the most time with.”

Books We Recommend Based on this Podcast with Kristy Volesky

Smart Brevity by Jim Vandehei, Mike Allen, & Roy Schwartz

Simply Put by Ben Guttmann

FocusED Show Notes with Guest Kim Marshall

Kim’s book, Rethinking Teacher Supervision and Evaluation, came from work that he was doing as a school leader where teachers wanted more frequent and meaningful feedback.

He updated the book twice because of changes to evaluation systems around the country, some of which he used as examples in the book.

The third edition of the book has a huge focus on bringing student learning into the conversation.

Kim advocates for short, frequent, unannounced teacher observations at about 10 minutes each that are always followed up with face-to-face meetings.

Kim tells leaders to focus on one “leverage point” with teachers--one thing that the teacher either does well or should change.

He talks about time management for school leaders so that instructional leadership, including classroom visits and follow up feedback.

One tip that he mentions is an “out-of-office” message for principals during the school day. “Unless this is an emergency, you can expect me to get back to you after the student and teacher day.”

Kim discusses the various ways that principals can be instructional leaders beyond just the classroom visits. It’s important to layer

He tells listeners that feedback can be 100% positive. You don’t always have to find something that isn’t going well.

After an observation, one approach is teamwork for helping a teacher problem solve, and Kim mentions using AI to help with this.

Joe asks Kim about how and why he started the Marshall Memo, and he talked about synthesis. He casts a wide net, up to 100 articles, and he picks only 8 or so to highlight. He hopes people use the Memo for 5 reasons: 1. Professional learning, 2. To share good ideas with others, 3. To search previous Memos for articles, 4. So that people read The Best of Marshall Memo, and 5. To use at faculty meetings for everyone to read together.

Kim talks about reading widely. Take a look at the books he mentions during the show.

Books We Recommend Based on this Podcast with Kim Marshall

Leverage Leadership by Paul Bambrick-Santoyo

Whistling Vivaldi by Claude Steele

The Talent Code by Daniel Cole

Made to Stick by Chip and Dan Heath

So Much Reform by Charles Payne