March 17, 2025 • 16 mins
What did you think of the episode? Send us a text!
The transformation of science education is happening right now in Pennsylvania classrooms, and middle school teacher Tom Leeds is on the frontlines. In this enlightening conversation, Tom pulls back the curtain on the real differences between curriculum that merely displays a STEELS "sticker" versus materials that authentically embody these new science standards.
Tom shares how his classroom dynamics have fundamentally shifted as students move from passive recipients of information to active participants with genuine agency in their learning journey. The results speak volumes – not only are students more engaged with scientific concepts, but behavior problems have decreased significantly. "The kids are talking about science and we can see that they care more," Tom observes, "and that just warms my heart because it's working."
As a PennSEL Network participant, Tom benefits from collaboration with science educators across Pennsylvania, preparing for upcoming changes to state assessments while implementing best practices in his classroom. He offers advice for teachers just beginning to implement STEELS.
Whether you're a veteran science teacher or just beginning your STEELS implementation journey, this episode offers practical wisdom, honest reflections, and the inspiration to take that next step toward transforming your classroom. Listen now to discover how putting students "in a position of power" might revolutionize learning in your own educational setting.
Want to learn more about ChangED? Check out our website at: learn.mciu.org/changed
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:04):
Welcome back to Change Ed Changed Changed.
Super glad to be here with allof you for this episode of
Pennsylvania's number one ratededucation podcast, a podcast for
educators by educators.
I am your host, andrew Kuhn,education consultant from
Montgomery County IntermediateUnit, and here with me, patrice
Semacek, an educationalconsultant from Montgomery
(00:25):
County Intermediate Unit andhere with me Patrice Semacek, an
Educational Consultant fromMontgomery County Intermediate
Unit.
Speaker 3 (00:30):
And the man the myth the legend Tony Marabito from
Carbon Lehigh Intermediate Unit,and I would love if Andrew
would allow me to speak tointroduce our guest today,
famous in the Lehigh Valley area, Mr Tom Leeds from Catasauqua
Middle School.
Tom, welcome.
Speaker 4 (00:45):
Thank you so much, everybody.
I'm so excited to be on this isawesome.
Speaker 1 (00:49):
Thanks, tom.
Tom, great to have you on thepodcast.
Tony has been sharing all thework that you are part of and
you're very instrumental in theimplementing of STEALS.
He tells us that you're on anumber of different teams that
are helping to bring thingstogether to empower educators.
But we want to hear from younot only all these great things
that you're doing, but you'redoing the work right.
All these things that we'retalking about the podcast, we're
(01:10):
trying to let educators knowall these things are happening.
You're actually doing the work.
So we'd love to hear from youmaybe just a little bit about
where are you at in youreducational journey and then,
how is it going for you?
What is happening with yourSteel Summit invitation?
What are some of the thingsthat you're doing?
Speaker 4 (01:24):
So this is my third year teaching science in a
middle school.
These three years have been notonly a transition for me but
across the whole entire state aswell, and when I first started
here I don't want to besmirchsome curriculum creators, but
the one that we had when I firstcame here had the steel aligned
, not STEAL at the time NGSS wasthe acronym at the time had all
(01:46):
the stickers all over it tomake it look like it was real,
and I started to really get intoit and immediately there were
some problems.
And so right now in Catasauquawe are working towards looking
towards other options,curriculums and units that
better align to STEALs and theskills that the kids will need
to be successful in a Steelesclassroom.
(02:07):
So that's what we're doingright now.
We are piloting some OpenSciEdunits.
I did one last year andstarting to spread.
I got the eighth grade.
Our eighth grade team isstarting theirs as well and so
far it's been very, very good.
We noticed the differencebetween a curriculum that just
has the NGSS sticker on it andone that is truly aligned to the
(02:28):
spirit of steals and the skillsand the content that all the
kids need.
Speaker 1 (02:32):
Steals and the sticker.
Speaker 4 (02:35):
I'm looking for the word stamp Stamp of approval.
Speaker 2 (02:39):
Stamp sticker.
They're all the same.
Speaker 1 (02:40):
Yeah.
Speaker 2 (02:41):
How are you noticing the kids responding to the open
side or the new?
It doesn't have to be open side, but like the new standards and
the shift in thinking if youask the kids, they wouldn't
realize it, but I see it.
Speaker 4 (02:53):
They like it more because it puts them in a
position, position of power.
But they have much more saywhat we're learning and talking
about and it's more active forthem as opposed to me being up
there going through an outlineof notes, looking at a textbook,
maybe thinking about some ideascritically.
The new way is flipped a littlebit in that the kids are the
(03:14):
really active participants inlearning, which they always
should have been.
So one great thing that I'venoticed is behaviors have gotten
better, because what I have isI have one unit that we're using
as we're piloting andtransitioning to OpenSciEd
material, so we have the oldcurriculum that we use and that
unit actual behaviors, or worseis the way that it's set up, and
now that we are doing thisnewer unit, openscied materials,
(03:36):
it's easier.
It's not like the content iseasier, it's not that anything
is dumbed down, it's just it'sbetter suited for a seventh
grade.
Speaker 1 (03:48):
And that's just wonderful to see.
That's awesome.
It also sounds like what you'resaying is the vehicle of
delivery involves students fromthe beginning, not getting them
involved after they have all thebackground knowledge.
You're getting them involvedright away, so you're still able
to eventually provide all thatbackground knowledge, but in a
different way, where they'realready interested and they're
leaning forward in their seats,not leaning back, chewing their
gum or causing differentbehavioral problems.
(04:08):
So it sounds like that there'san unintentional byproduct of a
different classroom managementtechniques that are being used
because you're engaging in thesteel standards and
instructional implementation.
Speaker 4 (04:21):
Yeah, I agree there's a much more focus on the hooks,
getting kids hooked, and wedon't want to silo the kids into
one way of thinking.
It's really opening up to themand their own thoughts and their
own prior knowledge and forthem, bringing that into the
class.
None of this is brand newthinking.
This has kind of been the waythat education has been moving
over the past decade or so sinceI took my first college class
to become a teacher.
(04:42):
These ideas certainly have beenthere and the new steals and
the better aligned curriculumsreally embrace these ideas.
Speaker 3 (04:48):
Tom, we talked about how the kids feel.
How do you feel as the teacher,going from okay, my scripted
kit or whatever you were usingprior and whatever investigation
you were using, to more ofguide on the side?
There we go guide on the side.
Speaker 4 (04:59):
So there are pluses and minuses to it, because the
students have more of a say inthe class, really have to work
on modeling appropriate behavior, on how to have a good,
productive discussion, how tofind these like, I guess, like
soft skills that the kids needin life.
This is really alsoincorporating teaching of soft
skills in the classroom.
(05:20):
So for some classes, some kids,they get it, it's easy.
Other kids have a lot of growthin that area.
So that is a challenge as ateacher to do that.
But the good side is the kidsare talking about science and
they can see that they care more, and that just warms my heart
because it's working.
So there's more work for me insome regards, but I see it
(05:41):
clicks for the kids and that'swhat's really important.
Speaker 2 (05:44):
I can imagine too, if kids have experienced this
coming up to the grade thatyou're in.
The more experience they havein this way of thinking, the
less work it would be on yourpart to get them ready for it.
I mean, I can imagine the shiftfrom although, knowing you for
the whole five minutes that I'veknown you, I don't feel like
prior to these standards youwould have been more of a stand
and deliver kind of teacher.
Speaker 4 (06:03):
But I can imagine, like I said, as they come up to
you, the work will be a littlebit less in terms of, like,
shifting the way they interactwith the materials.
Yeah, I'm looking forward tothat.
Once our elementary school andthe grades below me start to
really click into this newphilosophy here, that will iron
itself out for everybody.
Speaker 2 (06:21):
Tony also said you're a part of Pencel.
First of all, what is Penceland what kinds of things are you
guys doing in that network?
Speaker 4 (06:27):
Sure, well, I'm terrible at acronyms.
Speaker 2 (06:30):
We don't need to know all of the words, science,
education, leaders.
Speaker 4 (06:34):
No, I got there and I wanted to brag.
So, yes, Pencil, no, I lost it,but anyway, the collection of
science-geared thinkers and,adjacent to education, even.
We have representatives fromcolleges, universities, from the
IUs, admin, teachers, communitypartners, like museums, and
(06:55):
there are several differentcohorts throughout the state.
Each cohort meets every, seemslike every four, six months.
We get back together and it's aprocess of how best to situate
individual schools andindividual IUs to roll out and
be ready for what's happening.
What's happening is state testsare changing, the CDTs are
changing, the PSSAs, thekeystones are changing, and just
(07:17):
trying to put everyone in thebest position so we can make
this pivot all together.
And that's what the PencilNetwork is all about.
Speaker 1 (07:23):
That's awesome.
How is your work with thePencil?
Network how has that informedyour work in the classroom?
I could see those two kind ofinforming one another right.
Working on one helps to informthe other.
How has it impacted you as aneducator?
Speaker 4 (07:37):
For me as an educator .
As a teacher, because there'sso many different perspectives
of education as I'm starting tolearn.
When I'm in a room with peoplefrom all different levels, I see
there's so many differentperspectives on the same thing.
With people from all differentlevels, I see there's so many
different perspectives on thesame thing.
This gives me a betterunderstanding of the larger why.
And to connect all the pieces,education is while I'm
surrounded by individuals, it'sa lonely profession.
(07:58):
I'm the only adult in the room.
If I can meet my co-workers forlunch for 30 minutes, sure.
So being able to coordinatewith people and see the bigger
picture of where this is allgoing has given me the courage
in the classroom to just dive inand just go for it.
And that's something that'sinteresting.
When I speak to other teacherswho haven't just because they
(08:18):
are not part of the pencilnetwork and haven't heard about
these changes coming, or theyhaven't gone to trainings,
there's so much hesitation bymany teachers because it's a
change.
They're scared, they're likewell, what if this doesn't work?
What if this doesn't work?
What if I do a discussion andthat fails?
And what I'm trying to convinceeverybody?
Just dive in, go for it.
That's the only way we're goingto figure out what works, what
(08:39):
works for you and your style ofteaching and what works for your
kids.
Every situation is going to bedifferent, so this is giving me
the courage to just go for it.
We're all learning together andthe only way we're going to
learn is just by learn, by doingand reflecting.
Speaker 1 (08:51):
Yeah, I was actually talking to a mentor of mine a
few days ago.
He was an educator.
One of the things that he saidthat really stuck with me is
that most of the time, as ateacher, you don't know, and
it's about navigating throughthe unknown, which we're doing
every day, and at some point wehave enough experience where
we're like, okay, I've been herebefore, I have an idea of how
this might play out, but westill actually don't know.
(09:12):
We have different kids, there'sdifferent scenarios, there's
different administration, thewindow colors could be different
, right, like anything.
Any number of things could bedifferent than they were before.
So we might have an idea, wemight have a guess, but we don't
actually know.
And that's the powerful thingabout steals and what we're
doing is it's empowering us toadmit that we don't know, and
then we might not always be thesmartest person in the room you
(09:33):
know, for any number of topics,any number of things that we do,
that there are differentscenarios.
Now I actually want to switchgears with you and reference
something we were talking aboutearlier.
Obviously, you know you're ayounger gentleman and before we
started you said that Tony islike a grandfather to you.
So I'm curious you know whathis advice was to you getting
into education?
How did he steer you in theright way and how do you feel
(09:55):
like now these new instructionalpractices are differing from
kind of his traditionalbackground on education?
Speaker 2 (10:02):
Tony is the youngest one of all of us and every time
he goes there.
Speaker 4 (10:09):
The ancient wisdom of Tony, are you asking about?
How did I end up here as amiddle school teacher?
Speaker 2 (10:14):
No, he just wanted to throw a jab at Tony.
Speaker 4 (10:16):
He just wanted to throw a jab at Tony.
I think that's what it was.
Speaker 1 (10:19):
Yeah, oh, okay I felt good about it, though, tony was
smiling, yeah, okay, I feltgood about it though Tony was
smiling.
Speaker 3 (10:23):
You pulled me.
Yeah, thank you.
I actually have a real question.
Thank you, tony.
That's right.
There's a ton of teachers outthere either just dipping their
toe in this we're brand new tothis or not even hopped into the
steel standards yet becausethey're doing some other
initiative from their schooldistrict.
So if you had to give one pieceof advice to a teacher that's
just starting out what would youtell them?
Speaker 4 (10:41):
And I would say just work on something small.
It could be so tiny.
The one thing because I'm earlyin my transition to the one
thing that I did this year is Ifound posters of the cross
cutting concepts and science andengineering practices and I put
them up in my room and I try torefer them as much as I can can
.
Whenever something pops up, I'mlike just start making them
(11:03):
like a talking point andencouraging the kids to make the
connection.
Oh, this thing that I'm doingis this actual defined skill
that I can do in science, notonly in science but like in life
, like computational thinking oridentifying patterns.
That has been very helpful forme because it also provides a
little framework and just like ajumping off point.
So binding ways to startputting steals or NGSS posters
(11:24):
and ideas in your room andreferencing them when they come
up is, I think, a great place tostart.
Speaker 2 (11:28):
I love that idea, and it's also like a nice reminder
for yourself.
Like oh yeah, those are there.
I think about it.
Yeah, I like I really like that, and it's small enough that
it's not overwhelming but it's anice direction to go.
Speaker 4 (11:42):
I really like that and it's really nice when the
kids will raise their hand andthey'll point to it Like that's
what we're doing.
Yeah, yes, that is what we'redoing.
That's awesome.
We're in connection.
Speaker 3 (11:50):
Actual connection.
Speaker 4 (11:50):
They're making the connection to an actual skill
that they'll need Whether it's asoft skill or just critical
thinking as they move throughlife, whether they do anything
in science or not.
These are all good things thatwe want functioning adults to
have.
That's the plan.
Speaker 1 (12:03):
Very true, tom.
I have to say that yourepresent the exact reason and
fabric why we created thispodcast, because you even had
mentioned it yourself that youknow if people don't know about
Pencel, like if they don't havethat experience and one of the
things we found is that thereare so many great people doing
so many wonderful things andmaking such a big impact and
difference all acrossPennsylvania, but really all
(12:23):
across the nation, even globally.
But a lot of times we're sobusy doing the work we don't
have time to talk to each otherabout it, right?
Or, like you said, I got 30minutes to get my lunch, warm it
up, have a quick conversationand then get right back to it.
So we wanted to create thispodcast, keep it to 15-ish
minutes so it's easy to listento, but we can start to share
out this message and start toshare out these inspiring and
(12:44):
hopeful things, but also thisgreat impact that we're having
through Steels and through allof the instructional
implementation practices and howthey're changing.
So thank you so much for takingtime to meet with us and share
this, so that we can share thisout with the ChangeEd Nation.
Speaker 4 (12:58):
Do you?
Speaker 1 (12:58):
have any closing thoughts or inspiring things
that you want to share with us?
Speaker 4 (13:02):
as we wrap up oh man, you got me good An inspiring
thing.
I hate to be corny.
People always say remember your, why.
You know this job can be verystressful.
We're being pulled in as ateacher, being pulled in a
million directions, whether it'sour students or admin or these
changes from the state, andsometimes it gets very, very
(13:23):
frustrating.
But what was so nice is I?
A week ago I got sick and Ijust had to stay home for a day
and I came back and the kidswere like we missed science and
we miss you and all that otherstuff that's pulling me aside.
That's just remember your why.
Remember why you're here withthe kids and even if a kid isn't
showing appreciation towardsyou in their own way.
Speaker 2 (13:44):
They are.
Speaker 4 (13:44):
They may not even know how to do it.
They're not there yet.
Speaker 2 (13:47):
That's impressive to get middle schoolers to like you
as a human.
Speaker 4 (13:51):
Yes, it's so yeah.
Speaker 2 (13:52):
It's really impressive, like they should
make a little plaque for you,because I don't know how often
that happens.
Speaker 4 (13:57):
I do have a.
Speaker 2 (13:58):
I see your wall of art.
That is very awesome.
Speaker 4 (14:01):
It can draw me in many different ways.
How odd I can look.
Speaker 2 (14:06):
I like the anime one.
That one's really cool.
Speaker 4 (14:09):
Yeah, that's definitely not me, but I put it
up anyway.
Speaker 1 (14:14):
Tom, usually on this podcast, I give the guests the
second to last final thought.
I actually change ad historyfirst.
I can't top what you just said.
That's a really awesome,powerful moment as an educator.
Remember your why, which is abig reason why we started this
podcast as well, but also whatyou just said about the impact
on students.
This is why we do the work thatwe do.
So thank you, sir, for all thatyou do.
(14:36):
Thank you, tony, for makingthis connection.
You said that Tom was anall-star, and you were right,
and so, on behalf of the entireChangeAd team, thank you for
tuning in.
Thank you, tom, for giving usyour time and being here.
And we encourage you to get outthere and find your ways to
embrace your steals.
Speaker 2 (14:54):
And subscribe.
Speaker 4 (14:55):
And subscribe Again.
Speaker 2 (14:56):
I can't Subscribe please.
Speaker 4 (14:58):
Keep subscribing.
Get a new account and subscribewith that account.
There's no reason why you can'thave two, three, four accounts.
You totally should.
Speaker 1 (15:04):
If you have a twin, tell your twin.
If you're a triplet telleveryone.
See here he is.
Speaker 2 (15:09):
He can't let anyone else have the last word.
Did you hear that?
Speaker 1 (15:12):
That's not true.
Speaker 2 (15:12):
He was like Tom, you had great last words, but I'm
going to repeat it in my own wayso I can end the podcast.
Speaker 1 (15:19):
It's called a dramatic retelling.
Speaker 2 (15:22):
It was dramatic Oli.
Speaker 4 (15:25):
And not just silo, siloing, silo them, siloing them
into one.
That's for the editing you guyshave to do.
Thank you, you're welcome.
Speaker 1 (15:34):
Siloing.
Speaker 2 (15:34):
Siloing.
Oh good, more singing.
I love when he sings.
I've got like four differentsongs from him.
Sorry, tom, more singing.
I love when he sings, I've gotlike four different songs from
him.
Sorry, Tom Continue.
Speaker 1 (15:44):
You're right, silo me Go.
Speaker 4 (15:46):
We don't want to silo the kids into one way of
thinking.
It's really opening up to themand their own thoughts and their
own prior knowledge and forthem, bringing that into the
class Bye.
Welcome back to Change Ed Changed Changed.
Super glad to be here with allof you for this episode of
Pennsylvania's number one ratededucation podcast, a podcast for
educators by educators.
I am your host, andrew Kuhn,education consultant from
Montgomery County IntermediateUnit, and here with me, patrice
Semacek, an educationalconsultant from Montgomery
(00:25):
County Intermediate Unit andhere with me Patrice Semacek, an
Educational Consultant fromMontgomery County Intermediate
Unit.
Speaker 3 (00:30):
And the man the myth the legend Tony Marabito from
Carbon Lehigh Intermediate Unit,and I would love if Andrew
would allow me to speak tointroduce our guest today,
famous in the Lehigh Valley area, Mr Tom Leeds from Catasauqua
Middle School.
Tom, welcome.
Speaker 4 (00:45):
Thank you so much, everybody.
I'm so excited to be on this isawesome.
Speaker 1 (00:49):
Thanks, tom.
Tom, great to have you on thepodcast.
Tony has been sharing all thework that you are part of and
you're very instrumental in theimplementing of STEALS.
He tells us that you're on anumber of different teams that
are helping to bring thingstogether to empower educators.
But we want to hear from younot only all these great things
that you're doing, but you'redoing the work right.
All these things that we'retalking about the podcast, we're
(01:10):
trying to let educators knowall these things are happening.
You're actually doing the work.
So we'd love to hear from youmaybe just a little bit about
where are you at in youreducational journey and then,
how is it going for you?
What is happening with yourSteel Summit invitation?
What are some of the thingsthat you're doing?
Speaker 4 (01:24):
So this is my third year teaching science in a
middle school.
These three years have been notonly a transition for me but
across the whole entire state aswell, and when I first started
here I don't want to besmirchsome curriculum creators, but
the one that we had when I firstcame here had the steel aligned
, not STEAL at the time NGSS wasthe acronym at the time had all
(01:46):
the stickers all over it tomake it look like it was real,
and I started to really get intoit and immediately there were
some problems.
And so right now in Catasauquawe are working towards looking
towards other options,curriculums and units that
better align to STEALs and theskills that the kids will need
to be successful in a Steelesclassroom.
(02:07):
So that's what we're doingright now.
We are piloting some OpenSciEdunits.
I did one last year andstarting to spread.
I got the eighth grade.
Our eighth grade team isstarting theirs as well and so
far it's been very, very good.
We noticed the differencebetween a curriculum that just
has the NGSS sticker on it andone that is truly aligned to the
(02:28):
spirit of steals and the skillsand the content that all the
kids need.
Speaker 1 (02:32):
Steals and the sticker.
Speaker 4 (02:35):
I'm looking for the word stamp Stamp of approval.
Speaker 2 (02:39):
Stamp sticker.
They're all the same.
Speaker 1 (02:40):
Yeah.
Speaker 2 (02:41):
How are you noticing the kids responding to the open
side or the new?
It doesn't have to be open side, but like the new standards and
the shift in thinking if youask the kids, they wouldn't
realize it, but I see it.
Speaker 4 (02:53):
They like it more because it puts them in a
position, position of power.
But they have much more saywhat we're learning and talking
about and it's more active forthem as opposed to me being up
there going through an outlineof notes, looking at a textbook,
maybe thinking about some ideascritically.
The new way is flipped a littlebit in that the kids are the
(03:14):
really active participants inlearning, which they always
should have been.
So one great thing that I'venoticed is behaviors have gotten
better, because what I have isI have one unit that we're using
as we're piloting andtransitioning to OpenSciEd
material, so we have the oldcurriculum that we use and that
unit actual behaviors, or worseis the way that it's set up, and
now that we are doing thisnewer unit, openscied materials,
(03:36):
it's easier.
It's not like the content iseasier, it's not that anything
is dumbed down, it's just it'sbetter suited for a seventh
grade.
Speaker 1 (03:48):
And that's just wonderful to see.
That's awesome.
It also sounds like what you'resaying is the vehicle of
delivery involves students fromthe beginning, not getting them
involved after they have all thebackground knowledge.
You're getting them involvedright away, so you're still able
to eventually provide all thatbackground knowledge, but in a
different way, where they'realready interested and they're
leaning forward in their seats,not leaning back, chewing their
gum or causing differentbehavioral problems.
(04:08):
So it sounds like that there'san unintentional byproduct of a
different classroom managementtechniques that are being used
because you're engaging in thesteel standards and
instructional implementation.
Speaker 4 (04:21):
Yeah, I agree there's a much more focus on the hooks,
getting kids hooked, and wedon't want to silo the kids into
one way of thinking.
It's really opening up to themand their own thoughts and their
own prior knowledge and forthem, bringing that into the
class.
None of this is brand newthinking.
This has kind of been the waythat education has been moving
over the past decade or so sinceI took my first college class
to become a teacher.
(04:42):
These ideas certainly have beenthere and the new steals and
the better aligned curriculumsreally embrace these ideas.
Speaker 3 (04:48):
Tom, we talked about how the kids feel.
How do you feel as the teacher,going from okay, my scripted
kit or whatever you were usingprior and whatever investigation
you were using, to more ofguide on the side?
There we go guide on the side.
Speaker 4 (04:59):
So there are pluses and minuses to it, because the
students have more of a say inthe class, really have to work
on modeling appropriate behavior, on how to have a good,
productive discussion, how tofind these like, I guess, like
soft skills that the kids needin life.
This is really alsoincorporating teaching of soft
skills in the classroom.
(05:20):
So for some classes, some kids,they get it, it's easy.
Other kids have a lot of growthin that area.
So that is a challenge as ateacher to do that.
But the good side is the kidsare talking about science and
they can see that they care more, and that just warms my heart
because it's working.
So there's more work for me insome regards, but I see it
(05:41):
clicks for the kids and that'swhat's really important.
Speaker 2 (05:44):
I can imagine too, if kids have experienced this
coming up to the grade thatyou're in.
The more experience they havein this way of thinking, the
less work it would be on yourpart to get them ready for it.
I mean, I can imagine the shiftfrom although, knowing you for
the whole five minutes that I'veknown you, I don't feel like
prior to these standards youwould have been more of a stand
and deliver kind of teacher.
Speaker 4 (06:03):
But I can imagine, like I said, as they come up to
you, the work will be a littlebit less in terms of, like,
shifting the way they interactwith the materials.
Yeah, I'm looking forward tothat.
Once our elementary school andthe grades below me start to
really click into this newphilosophy here, that will iron
itself out for everybody.
Speaker 2 (06:21):
Tony also said you're a part of Pencel.
First of all, what is Penceland what kinds of things are you
guys doing in that network?
Speaker 4 (06:27):
Sure, well, I'm terrible at acronyms.
Speaker 2 (06:30):
We don't need to know all of the words, science,
education, leaders.
Speaker 4 (06:34):
No, I got there and I wanted to brag.
So, yes, Pencil, no, I lost it,but anyway, the collection of
science-geared thinkers and,adjacent to education, even.
We have representatives fromcolleges, universities, from the
IUs, admin, teachers, communitypartners, like museums, and
(06:55):
there are several differentcohorts throughout the state.
Each cohort meets every, seemslike every four, six months.
We get back together and it's aprocess of how best to situate
individual schools andindividual IUs to roll out and
be ready for what's happening.
What's happening is state testsare changing, the CDTs are
changing, the PSSAs, thekeystones are changing, and just
(07:17):
trying to put everyone in thebest position so we can make
this pivot all together.
And that's what the PencilNetwork is all about.
Speaker 1 (07:23):
That's awesome.
How is your work with thePencil?
Network how has that informedyour work in the classroom?
I could see those two kind ofinforming one another right.
Working on one helps to informthe other.
How has it impacted you as aneducator?
Speaker 4 (07:37):
For me as an educator .
As a teacher, because there'sso many different perspectives
of education as I'm starting tolearn.
When I'm in a room with peoplefrom all different levels, I see
there's so many differentperspectives on the same thing.
With people from all differentlevels, I see there's so many
different perspectives on thesame thing.
This gives me a betterunderstanding of the larger why.
And to connect all the pieces,education is while I'm
surrounded by individuals, it'sa lonely profession.
(07:58):
I'm the only adult in the room.
If I can meet my co-workers forlunch for 30 minutes, sure.
So being able to coordinatewith people and see the bigger
picture of where this is allgoing has given me the courage
in the classroom to just dive inand just go for it.
And that's something that'sinteresting.
When I speak to other teacherswho haven't just because they
(08:18):
are not part of the pencilnetwork and haven't heard about
these changes coming, or theyhaven't gone to trainings,
there's so much hesitation bymany teachers because it's a
change.
They're scared, they're likewell, what if this doesn't work?
What if this doesn't work?
What if I do a discussion andthat fails?
And what I'm trying to convinceeverybody?
Just dive in, go for it.
That's the only way we're goingto figure out what works, what
(08:39):
works for you and your style ofteaching and what works for your
kids.
Every situation is going to bedifferent, so this is giving me
the courage to just go for it.
We're all learning together andthe only way we're going to
learn is just by learn, by doingand reflecting.
Speaker 1 (08:51):
Yeah, I was actually talking to a mentor of mine a
few days ago.
He was an educator.
One of the things that he saidthat really stuck with me is
that most of the time, as ateacher, you don't know, and
it's about navigating throughthe unknown, which we're doing
every day, and at some point wehave enough experience where
we're like, okay, I've been herebefore, I have an idea of how
this might play out, but westill actually don't know.
(09:12):
We have different kids, there'sdifferent scenarios, there's
different administration, thewindow colors could be different
, right, like anything.
Any number of things could bedifferent than they were before.
So we might have an idea, wemight have a guess, but we don't
actually know.
And that's the powerful thingabout steals and what we're
doing is it's empowering us toadmit that we don't know, and
then we might not always be thesmartest person in the room you
(09:33):
know, for any number of topics,any number of things that we do,
that there are differentscenarios.
Now I actually want to switchgears with you and reference
something we were talking aboutearlier.
Obviously, you know you're ayounger gentleman and before we
started you said that Tony islike a grandfather to you.
So I'm curious you know whathis advice was to you getting
into education?
How did he steer you in theright way and how do you feel
(09:55):
like now these new instructionalpractices are differing from
kind of his traditionalbackground on education?
Speaker 2 (10:02):
Tony is the youngest one of all of us and every time
he goes there.
Speaker 4 (10:09):
The ancient wisdom of Tony, are you asking about?
How did I end up here as amiddle school teacher?
Speaker 2 (10:14):
No, he just wanted to throw a jab at Tony.
Speaker 4 (10:16):
He just wanted to throw a jab at Tony.
I think that's what it was.
Speaker 1 (10:19):
Yeah, oh, okay I felt good about it, though, tony was
smiling, yeah, okay, I feltgood about it though Tony was
smiling.
Speaker 3 (10:23):
You pulled me.
Yeah, thank you.
I actually have a real question.
Thank you, tony.
That's right.
There's a ton of teachers outthere either just dipping their
toe in this we're brand new tothis or not even hopped into the
steel standards yet becausethey're doing some other
initiative from their schooldistrict.
So if you had to give one pieceof advice to a teacher that's
just starting out what would youtell them?
Speaker 4 (10:41):
And I would say just work on something small.
It could be so tiny.
The one thing because I'm earlyin my transition to the one
thing that I did this year is Ifound posters of the cross
cutting concepts and science andengineering practices and I put
them up in my room and I try torefer them as much as I can can
.
Whenever something pops up, I'mlike just start making them
(11:03):
like a talking point andencouraging the kids to make the
connection.
Oh, this thing that I'm doingis this actual defined skill
that I can do in science, notonly in science but like in life
, like computational thinking oridentifying patterns.
That has been very helpful forme because it also provides a
little framework and just like ajumping off point.
So binding ways to startputting steals or NGSS posters
(11:24):
and ideas in your room andreferencing them when they come
up is, I think, a great place tostart.
Speaker 2 (11:28):
I love that idea, and it's also like a nice reminder
for yourself.
Like oh yeah, those are there.
I think about it.
Yeah, I like I really like that, and it's small enough that
it's not overwhelming but it's anice direction to go.
Speaker 4 (11:42):
I really like that and it's really nice when the
kids will raise their hand andthey'll point to it Like that's
what we're doing.
Yeah, yes, that is what we'redoing.
That's awesome.
We're in connection.
Speaker 3 (11:50):
Actual connection.
Speaker 4 (11:50):
They're making the connection to an actual skill
that they'll need Whether it's asoft skill or just critical
thinking as they move throughlife, whether they do anything
in science or not.
These are all good things thatwe want functioning adults to
have.
That's the plan.
Speaker 1 (12:03):
Very true, tom.
I have to say that yourepresent the exact reason and
fabric why we created thispodcast, because you even had
mentioned it yourself that youknow if people don't know about
Pencel, like if they don't havethat experience and one of the
things we found is that thereare so many great people doing
so many wonderful things andmaking such a big impact and
difference all acrossPennsylvania, but really all
(12:23):
across the nation, even globally.
But a lot of times we're sobusy doing the work we don't
have time to talk to each otherabout it, right?
Or, like you said, I got 30minutes to get my lunch, warm it
up, have a quick conversationand then get right back to it.
So we wanted to create thispodcast, keep it to 15-ish
minutes so it's easy to listento, but we can start to share
out this message and start toshare out these inspiring and
(12:44):
hopeful things, but also thisgreat impact that we're having
through Steels and through allof the instructional
implementation practices and howthey're changing.
So thank you so much for takingtime to meet with us and share
this, so that we can share thisout with the ChangeEd Nation.
Speaker 4 (12:58):
Do you?
Speaker 1 (12:58):
have any closing thoughts or inspiring things
that you want to share with us?
Speaker 4 (13:02):
as we wrap up oh man, you got me good An inspiring
thing.
I hate to be corny.
People always say remember your, why.
You know this job can be verystressful.
We're being pulled in as ateacher, being pulled in a
million directions, whether it'sour students or admin or these
changes from the state, andsometimes it gets very, very
(13:23):
frustrating.
But what was so nice is I?
A week ago I got sick and Ijust had to stay home for a day
and I came back and the kidswere like we missed science and
we miss you and all that otherstuff that's pulling me aside.
That's just remember your why.
Remember why you're here withthe kids and even if a kid isn't
showing appreciation towardsyou in their own way.
Speaker 2 (13:44):
They are.
Speaker 4 (13:44):
They may not even know how to do it.
They're not there yet.
Speaker 2 (13:47):
That's impressive to get middle schoolers to like you
as a human.
Speaker 4 (13:51):
Yes, it's so yeah.
Speaker 2 (13:52):
It's really impressive, like they should
make a little plaque for you,because I don't know how often
that happens.
Speaker 4 (13:57):
I do have a.
Speaker 2 (13:58):
I see your wall of art.
That is very awesome.
Speaker 4 (14:01):
It can draw me in many different ways.
How odd I can look.
Speaker 2 (14:06):
I like the anime one.
That one's really cool.
Speaker 4 (14:09):
Yeah, that's definitely not me, but I put it
up anyway.
Speaker 1 (14:14):
Tom, usually on this podcast, I give the guests the
second to last final thought.
I actually change ad historyfirst.
I can't top what you just said.
That's a really awesome,powerful moment as an educator.
Remember your why, which is abig reason why we started this
podcast as well, but also whatyou just said about the impact
on students.
This is why we do the work thatwe do.
So thank you, sir, for all thatyou do.
(14:36):
Thank you, tony, for makingthis connection.
You said that Tom was anall-star, and you were right,
and so, on behalf of the entireChangeAd team, thank you for
tuning in.
Thank you, tom, for giving usyour time and being here.
And we encourage you to get outthere and find your ways to
embrace your steals.
Speaker 2 (14:54):
And subscribe.
Speaker 4 (14:55):
And subscribe Again.
Speaker 2 (14:56):
I can't Subscribe please.
Speaker 4 (14:58):
Keep subscribing.
Get a new account and subscribewith that account.
There's no reason why you can'thave two, three, four accounts.
You totally should.
Speaker 1 (15:04):
If you have a twin, tell your twin.
If you're a triplet telleveryone.
See here he is.
Speaker 2 (15:09):
He can't let anyone else have the last word.
Did you hear that?
Speaker 1 (15:12):
That's not true.
Speaker 2 (15:12):
He was like Tom, you had great last words, but I'm
going to repeat it in my own wayso I can end the podcast.
Speaker 1 (15:19):
It's called a dramatic retelling.
Speaker 2 (15:22):
It was dramatic Oli.
Speaker 4 (15:25):
And not just silo, siloing, silo them, siloing them
into one.
That's for the editing you guyshave to do.
Thank you, you're welcome.
Speaker 1 (15:34):
Siloing.
Speaker 2 (15:34):
Siloing.
Oh good, more singing.
I love when he sings.
I've got like four differentsongs from him.
Sorry, tom, more singing.
I love when he sings, I've gotlike four different songs from
him.
Sorry, Tom Continue.
Speaker 1 (15:44):
You're right, silo me Go.
Speaker 4 (15:46):
We don't want to silo the kids into one way of
thinking.
It's really opening up to themand their own thoughts and their
own prior knowledge and forthem, bringing that into the
class Bye.
Popular Podcasts
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.
Ridiculous History
History is beautiful, brutal and, often, ridiculous. Join Ben Bowlin and Noel Brown as they dive into some of the weirdest stories from across the span of human civilization in Ridiculous History, a podcast by iHeartRadio.