In Don’t @ Me (2:36), Tom opens with an observation about how people have a funny relationship with money. Then, Tom is joined by MS Assistant Principal and the host of the Teachers on Fire podcast, Tim Cavey (13:50) for a conversation about an array of educational topics. Finally, in Assessment Corner (49:08), Tom answers a listener question about High … Read More
Advocate Honestly | Tom Murray | Trauma-Informed (2)
In Don’t @ Me (2:09), Tom calls on all educators to advocate their positions honestly, rather than resorting to creating caricatures on the other side of a debate. Then, Tom is joined by Dr. Thomas Murrary (9:33) for a conversation about what means for students to be “future-ready.” Finally, in Assessment Corner (57:05), Tom (in part 3 of 3) shares … Read More
Leave Wordle Alone | Allison Dillard | Trauma-Informed Assessment
In Don’t @ Me (2:25), Tom expresses his concern that we – educators and society as a whole – are on the verge of ruining “Wordle,” the online viral trend of 2022 so far. Then, Tom is joined by adjunct professor and podcast host Allison Dillard (10:09) for a conversation about MAth instruction. Finally, in Assessment Corner (46:41), Tom (in … Read More
Generation Wrong? | Defining Success | Emotional Side of Assessment
In Don’t @ Me (2:51), Tom opens with a question about why society defers to the younger generations to set societal norms and whether they ever get it wrong. Then, the podcast circles back (17:01) to previous guests and how they each defined success. Finally, in Assessment Corner (37:13), Tom begins a three-part exploration or think aloud about trauma-informed assessment … Read More
Ruining Words | Susan Brookhart | Trust the Process
In Don’t @ Me (2:05), Tom opens with a warning about how overusing words will ruin them and weaken their impact. Then, Tom is joined by renowned researcher, Susan Brookhart (10:48) for a conversation about a breadth of assessment and grading topics. Finally, in Assessment Corner (1:02:27), Tom shares some experiences he’s had in supporting schools and districts in their … Read More
