Second Look Education

About Second Look Education

Second Look Education is a practitioner-scholar podcast hosted by experienced educators. Each episode begins with real moments from classrooms, teacher preparation, policy, and professional life — the moments that make us pause and take a second look. From there, we engage in shared inquiry, examining development, relationships, professional judgment, and the systems shaping teaching and learning. Thoughtful, evidence-informed, and grounded in practice, this podcast resists oversimplification and centers the conditions that make good teaching possible.

Publisher

second look education

Category

education

Language

en

Explicit

No

First episode

23 Feb 2026

Latest episode

8 Oct 2026

Latest episodes

18 episodes in the feed.

1. 

   8 Oct 2026

   When Behavior Charts Work, What Actually Changed?

   A child moves their clip down. The talking stops.So…did the behavior system work?In this episode of Second Look Education, Amy and Candace take a closer look at behavior charts and the larger systems schools use to manage, monitor, and respond to student behavior.Starting with a clip chart Amy encountered during a recent kindergarten classroom visit, we explore a deceptively simple question: When a behavior system “works,” what actually changed?We talk about the difference between getting compliance in the moment and helping children develop self-control and self-regulation over time. We also examine what happens when behavioral feedback becomes public, how children may begin to understand themselves through labels like “good kid” or “bad kid,” and why understanding behavior does not mean eliminating consequences or accountability.The conversation moves beyond clip charts to restorative practices, PBIS, individual behavior reports, family-school connections, and student self-monitoring. Throughout, we come back to the complexity teachers face: classrooms have to function in real time, children need opportunities to learn behavioral skills, and schools have to create conditions that make thoughtful responses possible.In this episode, we consider:- What a behavior chart actually tells us when a child's behavior changes- Compliance, self-control, and self-regulation- Public versus private behavioral feedback- Shame, guilt, comparison, and children's developing sense of identity- Behavior as communication and the role of functional behavior assessment- Accountability, consequences, and restorative practices- PBIS and the challenge of moving from external rewards toward internal regulation- Daily and weekly behavior reports- The role of family reinforcement and communication- Student self-monitoring—and the difference between monitoring adult expectations and developing one's own meaningful goals- What teachers need from schools in order to respond to behavior thoughtfullyThere isn't a simple “behavior charts are good” or “behavior charts are bad” answer here. Our goal is to look more closely at what different systems are designed to accomplish, what children may actually be learning from them, and what happens when the same behavioral difficulty keeps occurring.Our question to leave you with: When a behavior system works, what actually changed?Readings & Resources DiscussedAugustine, C. H., et al. (2018). Can Restorative Practices Improve School Climate and Curb Suspensions? RAND Corporation.https://www.rand.org/pubs/research_reports/RR2840.htmlCompise, K. D. (2019). Student Perceptions of the Clip Chart Management System. Doctoral dissertation, University of the Pacific. https://scholarlycommons.pacific.edu/uop_etds/3625/Riden, B. S., Taylor, J. C., Lee, D. L., & Scheeler, M. C. (2018). _A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017. https://doi.org/10.58729/2167-3454.1062Jurbergs, N., Palcic, J. L., & Kelley, M. L. (2010). _Daily Behavior Report Cards with and without Home-Based Consequences. https://doi.org/10.1080/07317107.2010.500501Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). _Self-Management Interventions for Reducing Challenging Behaviors Among School-Age Students: A Systematic Review. https://doi.org/10.1002/cl2.1223Brené Brown — work on shame, guilt, comparison, and worth https://brenebrown.com/articles/2015/07/27/the-most-dangerous-stories-we-make-up/Baltimore Ravens — _Mini Mic: What Color Were You on the Elementary School Behavior Chart?https://www.baltimoreravens.com/video/mini-mic-what-elementary-school-behavior-chartIf this conversation gave you something to think about, subscribe to Second Look Education and join us for the next one.

2. 

   24 Sept 2026

   When Did We Decide We Were Too Old to Play?

   Amy begins with a memory from her first years of teaching, when she wanted to join in during school assemblies but often held back. Candace connects that hesitation to her own experience of avoiding something after embarrassment, then trying again years later. From there, they explore how play changes as we move through adolescence and adulthood. The conversation looks at competence, comparison, evaluation, vulnerability, relationships, and the growing awareness of how we are perceived by others. Amy and Candace also consider the many forms adult play can take and why we often feel pressure to make play useful, productive, or justified. The episode returns to a quieter idea: we may not outgrow play at all. The conditions around us can shape where it still feels available. Key Question: What makes play harder to enter as we get older? Topics Discussed: How play changes from childhood into adolescence and adulthood Identity development, peers, belonging, and social evaluation Beginnerhood and the discomfort of being seen doing something badly How evaluation and performance pressure can change an experience The many forms adult play can take Trust, relationships, and Stuart Brown’s idea of “play signals” Why adults often feel the need to justify play through productivity or outcomes Noticing the conditions that make play easier—or harder—to enter Readings & Resources Mentioned Practitioner & Teaching Perspectives National Institute for Play — Resources on play across the lifespan and the work of Stuart Brown. https://nifplay.org/ Research Sources Mentioned in the Episode National Academies of Sciences, Engineering, and Medicine (2019). The Promise of Adolescence: Realizing Opportunity for All Youth. https://www.nationalacademies.org/read/25388/chapter/1 Venticinque, J. S., McMillan, S. J., & Guyer, A. E. (2024). “Expanding understanding of adolescent neural sensitivity to peers: Using social information processing theory to generate new lines of research.” Developmental Cognitive Neuroscience, 67. https://www.sciencedirect.com/science/article/pii/S1878929324000562?via%3Dihub Layland, E. K., Hill, B. J., & Nelson, L. J. (2018). “Freedom to explore the self: How emerging adults use leisure to develop identity.” The Journal of Positive Psychology, 13(1), 78–91. https://www.tandfonline.com/doi/full/10.1080/17439760.2017.1374440 Foundational Research & Further Reading Brené Brown — Daring Greatly https://brenebrown.com/book/daring-greatly/ Stuart Brown with Christopher Vaughan — Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul https://www.penguinrandomhouse.com/books/303738/play-by-stuart-brown/ Brian Sutton-Smith — The Ambiguity of Play https://www.jstor.org/stable/j.ctv1q16s5b Peter Gray — “The Playful Mind Is a Creative Mind” https://petergray.substack.com/p/33-the-playful-mind-is-a-creative Related Second Look episode: Does Play Still Count as Learning? Episode 16 begins this two-part conversation by looking at what children learn through play and what happens when schools struggle to make room for it. https://podcasts.apple.com/us/podcast/does-play-still-count-as-learning/id1879331024?i=1000788806312 Try this after Listening: Parents: Ask your child or teenager: What is something you would try if you knew no one was judging you? Teachers: Notice a moment when you or your students hesitate to try something new. What about the setting, relationships, or expectations might be shaping that hesitation? We don’t outgrow play. As we become more aware of how we’re seen, competence, self-consciousness, and relationships shape where play still feels available. Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

3. 

   10 Sept 2026

   Does Play Still Count as Learning?

   Candace begins with something she keeps hearing from preservice teachers: they know play matters, but once they enter classrooms, they struggle to find room for it. In this episode, we look at what children are actually doing when they play—imagining, negotiating, moving, problem-solving, communicating, taking risks, and adjusting to other people. We also distinguish between free play, guided play, and direct instruction and consider the role adults have in creating the conditions for meaningful play. But knowing what children need and having the conditions to provide it are not the same thing. Research from New Hampshire kindergarten classrooms shows that teachers can strongly value play while still facing pressure from academic benchmarks and limited planning time. So the question becomes larger than how to fit more play into the day: What gets protected when time gets tight, and what does that tell us about what schools consider learning? Key Question What do we protect when time gets tight—and what does that tell us about what we consider learning? Topics Discussed What children learn through play Free play, guided play, and direct instruction Agency, imagination, movement, and social learning Play as learning—not separate from it Teacher knowledge versus classroom conditions What schools measure and protect Play beyond early childhood Readings & Resources Mentioned National Association for the Education of Young Children — Developmentally Appropriate Practice https://www.naeyc.org/resources/position-statements/dap/definition Related Second Look episode: When Learning Has to Leave a Trace https://podcasts.apple.com/us/podcast/when-learning-has-to-leave-a-trace/id1879331024?i=1000751712332 Related Second Look episode: The Teachers We Learn to Be https://podcasts.apple.com/us/podcast/the-teachers-we-learn-to-be/id1879331024?i=1000786191456 Braham et al. (2026), Institute of Education Sciences — play-based learning in New Hampshire kindergarten classrooms Bassok, Latham, & Rorem (2016), “Is Kindergarten the New First Grade?” Stuart Brown — Play https://www.porchlightbooks.com/products/play-stuart-brown-9781583333785 Peter Gray — Free to Learn https://letgrow.org/book/free-to-learn/ Try This After Listening Parents: What kind of play does your child wish they had more time for? Teachers: When time gets tight, what do you protect? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

4. 

   27 Aug 2026

   The Teachers We Learn to Be

   It started with a familiar August scene: teachers returningto their classrooms before their contract days begin, getting rooms ready before students arrive. But the more we looked at that behavior, the less interested we became in whether teachers should come in early—and the more interested we became in the expectations underneath it. In this episode, we ask how educators learn what being“ready,” committed, caring, or professional is supposed to look like when no one necessarily teaches those expectations directly. Drawing on Judith Warren Little’s research on teachers’ professional relationships and Edgar Schein’swork on organizational culture, we examine how everyday interactions, visible practices, shared values, and underlying assumptions can shape what begins to feel normal within a profession. We also consider what happens when extraeffort becomes recognizable as evidence of commitment—and when personal choices quietly become professional standards. The goal isn’t to decide which expectations teachers shouldkeep or reject. It is to notice how they formed, what we have learned to believe they mean, and whether we still choose them deliberately. Key Question How do professional cultures shape what becomes normal? Topics Discussed How teachers develop a picture of what it means to be “ready” What educators learn from colleagues through everyday interactions and visible pieces of practice The limits of what we can actually see about another teacher’s work Edgar Schein’s three levels of organizational culture: artifacts, espoused beliefs and values, and basicunderlying assumptions How visible preparation can become associated with care, commitment, and professional worth What happens when repeated “extra” effort begins to feel like part of the expectation Learning anxiety, psychological safety, and why stepping outside a professional norm can feel difficult Separating what we personally value from the standards we use to interpret other teachers’ work Readings & Resources Mentioned in this Episode Practitioner & Teaching Perspectives Harry K. Wong & Rosemary T. Wong — The First Days of School https://www.effectiveteaching.com/store/products/books/the-first-days-of-school-5th-edition (https://www.effectiveteaching.com/store/products/books/the-first-days-of-school-5th-edition) Research Sources Referenced in the Episode Judith Warren Little — “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations” (1990) https://eric.ed.gov/?id=EJ412496 (https://eric.ed.gov/?id=EJ412496&utm_source=chatgpt.com) Edgar H. Schein — Organizational Culture and Leadership https://www.oreilly.com/library/view/organizational-culture-and/9780470190609/ (https://www.oreilly.com/library/view/organizational-culture-and/9780470190609/?utm_source=chatgpt.com) Diane L. Coutu with Edgar H. Schein — “TheAnxiety of Learning” (2002)https://pubmed.ncbi.nlm.nih.gov/11894378/ (https://pubmed.ncbi.nlm.nih.gov/11894378/?utm_source=chatgpt.com) Foundational Research & Further Reading Dan C. Lortie — Schoolteacher: A Sociological Study https://press.uchicago.edu/ucp/books/book/chicago/S/bo3645184.html (https://press.uchicago.edu/ucp/books/book/chicago/S/bo3645184.html?utm_source=chatgpt.com) Judith Warren Little — “Norms of Collegiality and Experimentation: Workplace Conditions of School Success” (1982) https://journals.sagepub.com/doi/10.3102/00028312019003325 (https://journals.sagepub.com/doi/10.3102/00028312019003325?utm_source=chatgpt.com) Ilana Seidel Horn & Judith Warren Little —“Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions”https://doi.org/10.3102/0002831209345158 (https://doi.org/10.3102/0002831209345158?utm_source=chatgpt.com) Try This After Listening Parents:Ask your child: What does a “good teacher” look like to you? What makes you think that? Teachers:Think of one practice that feels completely normal in teaching. When did you start believing that was part of being a good teacher? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

5. 

   13 Aug 2026

   When Teacher Me Wakes Up: Why Going Back Begins Before School Starts

   Have you ever been walking through Target, turned the corner, and suddenly felt like summer was over? For many educators, the back-to-school season doesn't begin with the first contract day. It begins with a feeling. A display of notebooks. A classroom supply aisle. The first district email. A recurring dream that you're somehow unprepared. In this episode, Candace shares a familiar moment that many teachers experience but rarely talk about: the moment "Teacher Me" begins waking up before "Summer Me" is ready to let go. Together, Candace and Amy explore why our brains begin preparing long before the school year officially starts, why even exciting transitions can feel emotionally heavy, and how the stories we carry from previous school years shape the way we anticipate the next one. Instead of asking how to eliminate the back-to-school nerves, they invite listeners to ask a different question: What might those feelings be trying to tell us? Key Question What happens when "Teacher Me" begins waking up before summer is over? Topics Discussed Why simple cues—like school supplies—can trigger surprisingly strong emotions. How our brains begin preparing for future demands before they arrive. Why positive transitions can still leave us emotionally exhausted. The stories teachers carry from one school year into the next. What it means when "Teacher Me" begins showing up before summer is over. How curiosity can replace guilt during seasonal transitions. Readings & Resources MentionedPractitioner & Teaching Perspectives William Bridges Associates Managing Transitions: Making the Most of Changehttps://wmbridges.com/Susan David Emotional Agilityhttps://www.susandavid.com/ Research Sources Referenced in the Episode Lisa Feldman Barrett How Emotions Are Made: The Secret Life of the Brain (2017) Official Website: https://lisafeldmanbarrett.com/ Book: https://www.hmhbooks.com/shop/books/How-Emotions-Are-Made/9780544133310 Richard Lazarus & Susan Folkman Stress, Appraisal, and Coping(1984) https://link.springer.com/book/10.1007/978-1-4419-1005-9 William Bridges Managing Transitions: Making the Most of Change https://wmbridges.com/ Nancy Schlossberg Transition Theory (The Four S's) https://transitionsthroughlife.com/the-4-s-system/ Dan McAdams The Stories We Live By Faculty Profile: https://psychology.northwestern.edu/people/faculty/core/profiles/dan-mcadams.html Book: https://global.oup.com/academic/product/the-stories-we-live-by-9781462547739 Daniel Gilbert Stumbling on Happiness Faculty Profile: https://psychology.fas.harvard.edu/people/daniel-gilbert Book: https://www.penguinrandomhouse.com/books/293263/stumbling-on-happiness-by-daniel-gilbert/ Hazel Markus & Paula Nurius "Possible Selves" (1986) APA Record: https://psycnet.apa.org/record/1986-21948-001 Foundational Research & Further Reading Barrett, L. F. (2017). How Emotions Are Made: The Secret Life of the Brain. Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Bridges, W. Managing Transitions: Making the Most of Change. Schlossberg, N. K. Counseling Adults in Transition.https://www.springerpub.com/counseling-adults-in-transition-9780826135261.html McAdams, D. P. The Stories We Live By. Gilbert, D. Stumbling on Happiness. Markus, H., & Nurius, P. (1986). "Possible Selves." Try This After ListeningParents:Ask your child what tells them a new school year is beginning. Listen for the emotions underneath the answer—not just the events. Teachers:The next time you notice "Teacher Me" beginning to show up, pause and ask: What am I feeling right now? What story has my brain already started writing about this year? What assumptions am I making that haven't happened yet? Which version of myself is already beginning to wake up? Approach your answers with curiosity instead of judgment. Follow us on Instagram, Facebook, TikTok: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

6. 

   30 Jul 2026

   When Does Commitment Become Compulsion? | A Conversation with Dr. Matthew Cooney

   What happens when the very behaviors that earn us praise are also the ones quietly causing harm? In this episode, Amy and Candace sit down with Dr. Matthew Cooney to explore the connections between achievement, addiction, identity, and the cultures we create in education. Matt shares his personal recovery journey and how it reshaped not only his life, but also his research on recovery support in higher education. Together, they examine why educators often celebrate overwork, why productivity becomes tied to self-worth, and how institutions can better support the people within them. Rather than focusing only on addiction, this conversation asks broader questions about the systems that reward exhaustion, the stories we tell about commitment, and the communities we need to sustain meaningful work Key Question: What happens when the very behaviors that earn us praise are also the ones quietly causing harm? Topics Discussed: Achievement, perfectionism, and identity Recovery and redefining success Productivity, validation, and educator culture Why asking for help can feel so difficult Community as a foundation for healing Building healthier cultures in education Readings & Resources Mentioned bell hooks. Teaching to Transgress: Education as the Practice of Freedom (1994) https://academictrap.files.wordpress.com/2015/03/bell-hooks-teaching-to-transgress.pdf (https://academictrap.files.wordpress.com/2015/03/bell-hooks-teaching-to-transgress.pdf) Parker J. Palmer. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (1998) https://people.wou.edu/~girodm/library/palmer.pdf (https://people.wou.edu/~girodm/library/palmer.pdf) David Carr. The Night of the Gun (2008) https://www.simonandschuster.com/books/The-Night-of-the-Gun/David-Carr/9781416541530 (https://www.simonandschuster.com/books/The-Night-of-the-Gun/David-Carr/9781416541530) Foundational Research & Further Reading Victoria F. Burns' research on recovery-supportive campuses: https://scholar.google.com/scholar?q=Victoria+Burns+recovery+higher+education (https://scholar.google.com/scholar?q=Victoria+Burns+recovery+higher+education) Support Resources If today's conversation brought up difficult emotions or concerns for you or someone you care about, please know that support is available. Recovery is possible, and reaching out is a sign of strength. 988 Suicide & Crisis Lifeline Call or text 988 https://988lifeline.org (https://988lifeline.org?utm_source=chatgpt.com) SAMHSA National Helpline 1-800-662-HELP (4357) https://www.samhsa.gov/find-help/national-helpline (https://www.samhsa.gov/find-help/national-helpline) Alcoholics Anonymous https://www.aa.org (https://www.aa.org) Narcotics Anonymous https://na.org (https://na.org) SMART Recovery https://smartrecovery.org (https://smartrecovery.org) Al-Anon Family Groups https://al-anon.org (https://al-anon.org) Nar-Anon Family Groups https://www.nar-anon.org (https://www.nar-anon.org) For Educators Many schools, districts, colleges, and universities also offer confidential support through Employee Assistance Programs (EAPs), counseling services, wellness initiatives, and mental health benefits. If you're struggling, consider reaching out to learn what resources are available through your employer. Try This After Listening Parents: Talk with your children about how they define success. Is it based on what they accomplish, or who they are becoming? Teachers: Reflect on one area where you've equated exhaustion with commitment. What might it look like to measure success differently this year? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

7. 

   16 Jul 2026

   Authentic Self Care: Beyond Bubble Baths

   After a serious illness forced Candace to slow down, she started asking a question many educators quietly carry: When did exhaustion become normal? In this episode, Candace and Amy explore why conversations about self-care often miss the realities educators face. They unpack the differences between burnout, compassion fatigue, secondary trauma, moral injury, and the collective stress many educators have carried since 2020. Rather than offering another list of wellness tips, they examine how educator wellbeing is shaped by both personal practices and the systems in which teachers work. They discuss why boundaries matter, why recovery is often treated as something we have to earn, and why sustainable teaching requires more than individual resilience. Key Question: How do we become so accustomed to depletion that we stop recognizing what genuine care and recovery look like? Topics Discussed Burnout, compassion fatigue, secondary trauma, and moral injury Why educator wellbeing is both personal and systemic The limits of traditional "self-care" conversations Collective trauma and the realities of post-pandemic teaching Self-compassion and sustainable professional practice Boundaries, recovery, and modeling healthy care for children Readings & Resources Mentioned Professional Quality of Life (ProQOL) Self-Assessment Tool https://proqol.org (https://proqol.org) Kristin Neff – Self-Compassion Resources https://self-compassion.org (https://self-compassion.org) Maslach, C., & Jackson, S. E. (1981) The Measurement of Experienced Burnout. Journal of Occupational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205 (https://doi.org/10.1002/job.4030020205) Figley, C. R. (Ed.). (1995) Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those Who Treat the Traumatized. https://www.routledge.com/Compassion-Fatigue-Coping-with-Secondary-Traumatic-Stress-Disorder-in-Those-Who-Treat-the-Traumatized/Figley/p/book/9780876307595 (https://www.routledge.com/Compassion-Fatigue-Coping-with-Secondary-Traumatic-Stress-Disorder-in-Those-Who-Treat-the-Traumatized/Figley/p/book/9780876307595) Dean, W., Talbot, S., & Dean, A. (2019) Reframing Clinician Distress: Moral Injury, Not Burnout. Federal Practitioner, 36(9), 400–402. https://www.mdedge.com/fedprac/article/208986/mental-health/reframing-clinician-distress-moral-injury-not-burnout (https://www.mdedge.com/fedprac/article/208986/mental-health/reframing-clinician-distress-moral-injury-not-burnout) Neff, K. D. (2003). The Development and Validation of a Scale to Measure Self-Compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027 (https://doi.org/10.1080/15298860309027) Noddings, N. (2003). The Challenge to Care in Schools: An Alternative Approach to Education (2nd ed.). https://www.tcpress.com/the-challenge-to-care-in-schools-2nd-edition-9780807746097 (https://www.tcpress.com/the-challenge-to-care-in-schools-2nd-edition-9780807746097) Hernández, P., Gangsei, D., & Engstrom, D. (2007). Vicarious Resilience: A New Concept in Work With Those Who Survive Trauma. Family Process, 46(2), 229–241. https://doi.org/10.1111/j.1545-5300.2007.00206.x (https://doi.org/10.1111/j.1545-5300.2007.00206.x) Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. https://pubmed.ncbi.nlm.nih.gov/23489570/ (https://pubmed.ncbi.nlm.nih.gov/23489570/) Roeser, R. W., et al. (2013). Mindfulness Training and Reductions in Teacher Stress and Burnout: Results from Two Randomized, Waitlist-Controlled Field Trials. https://psycnet.apa.org/record/2013-29029-001 (https://psycnet.apa.org/record/2013-29029-001) Brouwers, A., & Tomic, W. (2000). A Longitudinal Study of Teacher Burnout and Perceived Self-Efficacy in Classroom Management. https://doi.org/10.1016/S0742-051X(99)00057-8 (https://doi.org/10.1016/S0742-051X(99)00057-8) Skaalvik, E. M., & Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession. https://doi.org/10.1007/s11218-015-9326-4 (https://doi.org/10.1007/s11218-015-9326-4) Try This After Listening: Parents: What do your children learn about rest, boundaries, and asking for help by watching the adults in their lives? Teachers: What have you been calling burnout that might actually be something different? What kind of support would address the real issue rather than simply helping you endure it? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

8. 

   2 Jul 2026

   What Do We Think Summer Is For?

   July arrived, and somehow it already felt like we were behind. Not because anything was wrong. The kids were reading, swimming, building forts, arguing with siblings, and finding ways to fill their days. But underneath it all was a nagging feeling that summer should be accomplishing something more. In this episode, we explore where that pressure comes from. Along the way, we revisit the history of summer break, examine what research actually says about summer learning loss, and consider what might be happening when we focus so heavily on what children could lose that we overlook what they might be gaining. From reading and boredom to play, conflict, and independence, this conversation asks a simple question: What do we think summer is for? Key Question What do we think summer is for? Topics Discussed • Feeling behind when nothing is wrong • The stories we tell about summer • Summer learning loss and what the research says • Reading, play, boredom, and conflict • Growth that is difficult to measure • Teacher rest, recovery, and productivity • What summer might be offering that we often overlook Readings & Resources Mentioned Practitioner & Teaching Perspectives The Truth About Teachers’ Summershttps://www.edweek.org/teaching-learning/the-truth-about-teachers-summers/2024/07 (https://www.edweek.org/teaching-learning/the-truth-about-teachers-summers/2024/07) In Defense of Summer Break for Teachers and Academicshttps://existential-therapy.com/in-defense-of-summer-break-for-teachers-and-academics-what-critics-need-to-know/ (https://existential-therapy.com/in-defense-of-summer-break-for-teachers-and-academics-what-critics-need-to-know/) Why Teachers Need a Summer Breakhttps://theeducatorsroom.com/why-teachers-need-a-summer-break/ (https://theeducatorsroom.com/why-teachers-need-a-summer-break/) The Exhausted Teacher’s Guide to a Rejuvenating Summer Breakhttps://newapproachesme.com/the-exhausted-teachers-guide-to-a-rejuvenating-summer-break/ (https://newapproachesme.com/the-exhausted-teachers-guide-to-a-rejuvenating-summer-break/) Summer Recharge: Essential Self-Care Tips for Teachershttps://learnwellservices.com/summer-recharge-essential-self-care-tips-for-teachers/ (https://learnwellservices.com/summer-recharge-essential-self-care-tips-for-teachers/) Making Rest a Priority in the Summerhttps://medium.com/@spencerideas/making-rest-a-priority-in-the-summer-52e5dc99746c (https://medium.com/@spencerideas/making-rest-a-priority-in-the-summer-52e5dc99746c) Research Sources Referenced in the Episode Why Do American Schools Have Such Long Summer Breaks?https://www.pbs.org/newshour/education/debunking-myth-summer-vacation (https://www.pbs.org/newshour/education/debunking-myth-summer-vacation) Summer Learning at a Glancehttps://www.summerlearning.org/at-a-glance/ (https://www.summerlearning.org/at-a-glance/) Summer Learning Loss: What Is It and What Can We Do AboutIt?https://www.brookings.edu/articles/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/ (https://www.brookings.edu/articles/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/) Summer Learning Loss: What We Know, What We're Learninghttps://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/ (https://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/) Evidence Matters: Is the Summer Slide a Slippery Slope?https://www.furman.edu/riley/evidence-matters-is-the-summer-slide-a-slippery-slope/ (https://www.furman.edu/riley/evidence-matters-is-the-summer-slide-a-slippery-slope/) Whether Real or Not, Beware the Summer Slidehttps://news.miami.edu/stories/2024/06/whether-real-or-not-beware-the-summer-slide.html (https://news.miami.edu/stories/2024/06/whether-real-or-not-beware-the-summer-slide.html) Foundational Research & Further Reading The Power of a Slow Summer: Why Kids Need Time to Just Behttps://instituteofchildpsychology.com/the-power-of-a-slow-summer-why-kids-need-time-to-just-be/ (https://instituteofchildpsychology.com/the-power-of-a-slow-summer-why-kids-need-time-to-just-be/) Summertime = Playtimehttps://www.gse.harvard.edu/ideas/usable-knowledge/18/06/summertime-playtime (https://www.gse.harvard.edu/ideas/usable-knowledge/18/06/summertime-playtime) 27 Reasons Why Freedom and Play Are Important During theSummerhttps://www.aaastateofplay.com/27-reasons-why-freedom-and-play-are-important-during-the-summer/ (https://www.aaastateofplay.com/27-reasons-why-freedom-and-play-are-important-during-the-summer/) Tinker Dabble Doodle Tryhttps://tinkerdabble.com/ (https://tinkerdabble.com/) The Power of Playful Learning in the Early Childhood Settinghttps://www.ncbi.nlm.nih.gov/books/NBK552659/ (https://www.ncbi.nlm.nih.gov/books/NBK552659/) Playful Learning Landscapeshttps://www.ncbi.nlm.nih.gov/books/NBK552668/ (https://www.ncbi.nlm.nih.gov/books/NBK552668/) Try This After Listening Parents: What is one thing your child learned this summer that wouldnever appear on a report card? Teachers: What would change if you viewed rest and recovery as part ofprofessional growth rather than a break from it? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watchon YouTube @secondlookeducation

9. 

   18 Jun 2026

   Who are Evaluations For?

   The inspiration for this episode came from a conversation with a veteran teacher who left an evaluation meeting feeling defeated despite years of successful teaching and strong relationships with students. Her experience raised a question that many educators quietly ask: What is the actual purpose of teacher evaluations? In this episode, Candace and Amy explore the tension between accountability and professional growth within educator evaluation systems. They discuss how policies such as No Child Left Behind, Race to the Top, and Illinois' Performance Evaluation Reform Act (PERA) shaped modern evaluation practices and examine the gap that can exist between a system's intentions and educators' lived experiences. The conversation also explores evaluator bias, the challenges of measuring relational aspects of teaching, and the reality that both teachers and administrators operate under significant institutional pressures. Throughout the discussion, the hosts consider whether evaluations function as tools for growth, compliance mechanisms, or something in between. Listeners are ultimately left considering how schools can create accountability systems that maintain professional standards while preserving professional dignity, trust, and humanity. Key Question How do we create accountability systems that maintain professional standards without stripping people of professional dignity? Topics Discussed The emotional impact of educator evaluations Accountability reforms and their influence on schools PERA and the evolution of teacher evaluation systems The Danielson Framework and reflective practice Evaluator bias and subjectivity Professional dignity, trust, and accountability Readings & Resources Mentioned Practitioner & Teaching Perspectives Illinois State Board of Education: Educator Evaluationshttps://www.isbe.net/Pages/Educator-Evaluations.aspx (https://www.isbe.net/Pages/Educator-Evaluations.aspx) Charlotte Danielson Framework for Teachinghttps://danielsongroup.org/framework/ (https://danielsongroup.org/framework/) Illinois Performance Evaluation Reform Act (PERA) Overviewhttps://www.isbe.net/Pages/Educator-Evaluations.aspx (https://www.isbe.net/Pages/Educator-Evaluations.aspx) Evaluation Satire Video Referenced During Discussion https://youtu.be/u348vcErLaU (https://youtu.be/u348vcErLaU) Additional Evaluation Discussion Videohttps://youtu.be/KzDcYuSsU2E?si=iSo5MBAsJH0M9VMY (https://youtu.be/KzDcYuSsU2E?si=iSo5MBAsJH0M9VMY) Illinois State Board of Education (ISBE). Educator Evaluationshttps://www.isbe.net/Pages/Educator-Evaluations.aspx (https://www.isbe.net/Pages/Educator-Evaluations.aspx) Public Act 104-0020 (2025): Student Growth Component No Longer Required by LawEffective July 1, 2025, student growth components became optional in teacher, principal, and assistant principal evaluations.https://www.ilga.gov (https://www.ilga.gov) Evaluation Training Materials Addressing: Halo Effect Pitchfork Effect Negativity Bias Central Tendency Rater Drift Charlotte Danielson. Enhancing Professional Practice: A Framework for Teaching https://danielsongroup.org/framework/ (https://danielsongroup.org/framework/) Try This After Listening Parents: Think about a professional evaluation you have experienced. Did it help you grow, or did it primarily measure your performance? What made the difference? Teachers: Reflect on your most recent evaluation. Which parts felt genuinely developmental, and which parts felt performative or compliance-driven? What conditions would make professional feedback feel more meaningful? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

10. 

    4 Jun 2026

    When Screens Became the System

    In our previous episode, we explored why LAUSD’s decision to limit screen use on school-issued devices felt significant. In this episode, we step back to ask a different question: How did screens become the system in the first place? We trace the shift from occasional classroom technology to one-to-one devices, online platforms, digital assessments, and always-connected learning environments. What began as a series of practical decisions gradually became the default structure of schooling. But this conversation is about more than education technology. It is about normalization. The same forces that transformed schools also reshaped daily life—changing how we work, communicate, entertain ourselves, and spend our attention. Rather than debating whether technology is good or bad, this episode explores how major cultural shifts become invisible over time. When does a tool become an expectation? When does convenience become dependence? Key Question When did this become normal—and why didn’t we question it sooner? Readings & Resources Mentioned Practitioner & Teaching Perspectives Schools Beyond Screens ⁠https://www.schoolsbeyondscreens.com/⁠ (https://www.schoolsbeyondscreens.com/) An educator-led initiative focused on reducing screendependency in schools and promoting more balanced, developmentally appropriate learning environments. Phone Free Schools Movement ⁠https://www.phonefreeschoolsmovement.org/⁠ (https://www.phonefreeschoolsmovement.org/) A coalition advocating for reducing student phone use duringthe school day, highlighting the impact of devices on attention, learning, and school culture. Smartphone Free Childhood (U.S.) ⁠https://smartphonefreechildhoodus.com/⁠ (https://smartphonefreechildhoodus.com/) A grassroots movement supporting families and schools indelaying smartphone use and rethinking children’s relationship with technology, with growing connections to school-based device policies and screen use. Fairplay – Screens in Schools Initiative ⁠https://fairplayforkids.org/campaigns/screens-in-schools/⁠ (https://fairplayforkids.org/campaigns/screens-in-schools/) Advocacy and research focused on reducing harmful commercial and digital influences in schools, including concerns about student data, platform design, and screen-based learning environments. Research Sources Referenced in the Episode Organisation for Economic Co-operation and Development —Students, Computers and Learning ⁠https://www.oecd.org/en/publications/students-computers- (https://www.oecd.org/en/publications/students-computers-and-learning_9789264239555-en.html) Pew Research Center — Teens, Social Media & Technology2018 ⁠https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/⁠ (https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/) Education Week — Chromebook Growth in Schools ⁠ (https://www.edweek.org/technology/chromebook-sales-to-k-12-schools-reach-new-heights/2014/12?utm_source=chatgpt.com)https://www.edweek.org/technology/chromebook-sales-to-k-12-schools-reach-new-heights/2014/12 Foundational Research & Further Reading National Education Policy Center ⁠https://nepc.colorado.edu/⁠ (https://nepc.colorado.edu/). Annenberg Institute at Brown University ⁠https://annenberg.brown.edu/⁠ (https://annenberg.brown.edu/) Shoshana Zuboff — The Age of Surveillance Capitalism ⁠https://www.hbs.edu/faculty/Pages/item.aspx?num=56791⁠ (https://www.hbs.edu/faculty/Pages/item.aspx?num=56791) Neil Postman — Technopoly ⁠https://interesi.wordpress.com/wp-content/uploads/2017/10/technopoly.pdf⁠ (https://interesi.wordpress.com/wp-content/uploads/2017/10/technopoly.pdf) Try This After Listening Take inventory of your own digital timeline: Where did screens move from helpful to habitual in your life? What now feels normal that would have felt excessive or distracting 10–15 years ago? What activities, routines, or interactions slowly changed alongside constant connectivity? Where do you still feel like you’re making intentional choices versus simply moving through systems designed to keep your attention? This episode invites listeners to reflect not only on whatbecame normal in schools, but on what became normal everywhere else too. Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

11. 

    21 May 2026

    The Screens Schools Gave Them

    Episode Summary Los Angeles Unified School District recently passed aresolution to create limits on student screen time—but this isn’t just another conversation about phones. This decision focuses on the devices schools themselves have assigned and built into daily learning. In this episode, we unpack what this policy actually includes, why it’s happening now, and what it reveals about how technology has been used in classrooms. They explore the difference between access and instructional quality, the role of attention in learning, and howscreens can quietly reshape the environment around student. The episode ends with practical reflection points for bothparents and educators, grounded in one central question: if schools are starting to limit screens now, what changed—and what does that mean for how we move forward? Key Question What changed that made this necessary now? Topics Discussed LAUSD’s screen-time resolution and what it actually includes The difference between phone bans and school-issued device policies Access vs. instructional quality in technology use Attention, multitasking, and what screens do to learning conditions What gets displaced when screens become the default System-level gaps: scaling devices before defining limits and oversight Readings & Resources Mentioned Practitioner & Teaching Perspectives Screen Awareness Resource Guide (Conference Materials)https://drive.google.com/file/d/1dEM1-NVbtyUfadIpqbn2a-rBk5dijgCO/view?usp=drive_link (https://drive.google.com/file/d/1dEM1-NVbtyUfadIpqbn2a-rBk5dijgCO/view?usp=drive_link) A brief resource guide developed for educators andcaregivers Screen-Aware Early Childhood by Cantor, Holohan and Rogershttps://www.tcpress.com/products/screen-aware-early-childhood_9780807787281 (https://www.tcpress.com/products/screen-aware-early-childhood_9780807787281) A research-informed and practitioner-centered guide tounderstanding how screens intersect with child development, relationships, and learning. Fairplay – Screens in Schools Initiativehttps://fairplayforkids.org/campaigns/screens-in-schools/ (https://fairplayforkids.org/campaigns/screens-in-schools/) A national advocacy effort focused on reducing harmfulcommercial influences in schools Research Sources Referenced in the Episode Los Angeles Unified School District Screen Time Resolution(Summary + reporting)https://www.reuters.com/business/media-telecom/los-angeles-schools-set-limits-classroom-screen-time-2026-04-22/ (https://www.reuters.com/business/media-telecom/los-angeles-schools-set-limits-classroom-screen-time-2026-04-22/?utm_source=chatgpt.com) California Phone-Free School Act (AB 3216)https://apnews.com/article/a8b624f0a9fce4eab4e927a985285871 (https://apnews.com/article/a8b624f0a9fce4eab4e927a985285871?utm_source=chatgpt.com) Illinois Senate Bill 2427 (Wireless Communication Device Policy)https://ilga.gov/legislation/BillStatus?DocNum=2427&DocTypeID=SB&GAID=18&LegId=162470&SessionID=114 (https://ilga.gov/legislation/BillStatus?DocNum=2427&DocTypeID=SB&GAID=18&LegId=162470&SessionID=114&utm_source=chatgpt.com) Illinois Policy Institute – Cell Phone Use in Classroomshttps://www.illinoispolicy.org/bill-would-limit-cell-phone-use-in-classrooms/ (https://www.illinoispolicy.org/bill-would-limit-cell-phone-use-in-classrooms/?utm_source=chatgpt.com) Additional District Examples & Reporting Natasha Singer, The New York Times — “ChromebookRemorse: Tech Backlash at Schools Extends Beyond Phones”https://www.spokesman.com/stories/2026/apr/05/chromebook-remorse-tech-backlash-at-schools-extend/ (https://www.spokesman.com/stories/2026/apr/05/chromebook-remorse-tech-backlash-at-schools-extend/?utm_source=chatgpt.com) A reprint of New York Times reporting on McPherson MiddleSchool in Kansas The Guardian — “Los Angeles school board votes to set limitson classroom screen time”https://www.theguardian.com/us-news/2026/apr/22/los-angeles-school-district-screen-time (https://www.theguardian.com/us-news/2026/apr/22/los-angeles-school-district-screen-time?utm_source=chatgpt.com) MultiState — “Elementary School Screen Time Limits GainMomentum in 2026”https://www.multistate.us/insider/2026/4/8/elementary-school-screen-time-limits-gain-momentum-in-2026 (https://www.multistate.us/insider/2026/4/8/elementary-school-screen-time-limits-gain-momentum-in-2026?utm_source=chatgpt.com) Policy overview of state-level classroom screen-timelegislation, noting that 2026 bills and laws are beginning to address screen time in elementary classrooms Try This After Listening Parents: Instead of asking “How much screen time is too much?” ask: What is this screen replacing right now? Teachers: Identify one part of your day where screens are not the default. What changes when that space is protected? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

12. 

    7 May 2026

    Who Gets to Love Learning?

    Episode Summary In this episode, we move from a single moment to a pattern that’s harder to ignore. What began as a conversation about a child not liking school expands into a broader question about the emotional experience of learning across classrooms, schools, and systems. Candace reflects on recurring moments — preservice teachers describing students as “behind,” classrooms driven by pacing over presence, and college students navigating learning environments that feel disconnected from relationships and meaning. Together, Candace and Amy explore how the language of urgency, remediation, and compliance shapes not just what students learn, but how learning feels. Drawing on research around motivation, emotional safety, and culturally responsive practice, the conversation examines whether joy is being treated as an extra — or whether it is a condition necessary for meaningful learning. The episode moves into a deeper tension: If joy depends on autonomy, belonging, relevance, and safety… are those conditions equally available to all learners? We close by asking what it means if they are not. Key Question: If joy is a condition for deep learning, who actually has access to it? Topics Discussed Joy as a condition for learning, not a reward The language of “behind,” urgency, and remediation Emotional safety and relationships in learning environments Scripted curriculum, pacing pressures, and system constraints The difference between compliance and engagement Education debt vs. achievement gaps Joy, identity, and access across race, class, and power Learning as human, relational, and nonlinear Readings & Resources Mentioned Practitioner & Teaching Perspectives Gholdy Muhammad Work on culturally and historically responsive education and joy as sustained fulfillment https://education.uic.edu/profiles/muhammad-gholnecsar/ bell hooks Teaching to Transgress: Education as the Practice of Freedom https://academictrap.wordpress.com/wp-content/uploads/2015/03/bell-hooks-teaching-to-transgress.pdf Research Sources Referenced during the episode: Edward Deci & Richard Ryan Self-Determination Theory (autonomy, competence, connection) https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf Daniel J. Siegel Brain development, relationships, and emotional safety in learning Peter Gray Learning, autonomy, and the impact of control on motivation https://drdansiegel.com/relationship-science-and-being-human/ Foundational Research & Further Reading Gloria Ladson-Billings From achievement gap to education debt https://thrive.arizona.edu/sites/default/files/From%20the%20Achievement%20Gap%20to%20the%20Education%20Debt_Understanding%20Achievement%20in%20US%20Schools.pdf Bettina Love We Want to Do More Than Survive https://www.beacon.org/We-Want-to-Do-More-Than-Survive-P1446.aspx Jal Mehta Deep learning and system design https://jfforg-prod-new.s3.amazonaws.com/media/documents/The-Why-What-Where-How-121415.pdf Parents: Ask your child not just what they learned, but how learning felt that day. Notice what brings energy — and what drains it. Educators: Reflect on your classroom environment: Where do students experience autonomy, belonging, and relevance? Where might compliance be mistaken for engagement? If joy is sustained fulfillment, then we have to ask: Which students are being sustained by school — and which are being depleted by it? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

13. 

    23 Apr 2026

    The Edges of Inclusion

    Episode Summary Amy brings a real moment from home: her children come backfrom school excited about inclusion activities—adaptive sports, conversations about disability, and new perspectives. The experience is meaningful, engaging, and clearly impactful. But it raises a quieter question: why does inclusion still show up as a special event? As the conversation unfolds, Amy and Candace explore thetension between awareness and design. While schools have made significant progress—especially through legislation like IDEA—this progress has not always translated into fully inclusive classroom experiences. Inclusion exists, but often within boundaries that go unnamed. They examine how systems have expanded access without fully redesigning how schools function, and how this leads to a version of inclusion that is real, but partial. The conversation moves from history to classroom reality, naming the complexity teachers already hold and the structural limitsthat shape what’s possible. The episode closes by shifting from solutions toawareness—inviting listeners to notice who is present, who is missing, and what it would take to design spaces where inclusion isn’t something we visit, but something we live alongside. Key Question What does it mean to teach inclusion in spaces that arealready selectively inclusive? Topics Discussed: Inclusion as an event vs. inclusion as design The gap between legal access and classroom reality The concept of “bounded inclusion” Awareness without proximity Teacher capacity and system constraints The role of collaboration (gen ed, SPED, specialists) Universal design and everyday inclusion Noticing who is missing from classrooms Readings & Resources Mentioned Practitioner & Teaching Perspectives Universal Design for Learning (UDL) Guidelines – CAST https://udlguidelines.cast.org (https://udlguidelines.cast.org) IRIS Center: Universal Design for Learning Overview (Vanderbilt University) https://iris.peabody.vanderbilt.edu/module/udl/ (https://iris.peabody.vanderbilt.edu/module/udl/) Council for Exceptional Children (CEC) – High-Leverage Practices https://highleveragepractices.org (https://highleveragepractices.org) Research Sources Referenced in the Episode Individuals with Disabilities Education Act (IDEA) – U.S. Department of Education https://sites.ed.gov/idea/ (https://sites.ed.gov/idea/) Least Restrictive Environment (LRE) – IDEA Guidance https://sites.ed.gov/idea/regs/b/b/300.114 (https://sites.ed.gov/idea/regs/b/b/300.114) Education for All Handicapped Children Act (1975) – Historical Overview https://education.stateuniversity.com/pages/2142/Education-All-Handicapped-Children-Act-1975.html Foundational Research & Further Reading CAST (2018). Universal Design for Learning Guidelines 2.2https://udlguidelines.cast.org/more/downloads (https://udlguidelines.cast.org/more/downloads) National Center for Education Statistics (NCES) – Students with Disabilities Datahttps://nces.ed.gov/programs/coe/indicator/cgg (https://nces.ed.gov/programs/coe/indicator/cgg) U.S. Department of Education – Annual Report to Congress on IDEA https://www2.ed.gov/about/reports/annual/osep/index.html (https://www2.ed.gov/about/reports/annual/osep/index.html) Try This After Listening Parents:Notice how you talk about difference in everyday moments—at parks, sidewalks,or public spaces—and name design features (like ramps or adaptive equipment) aspart of how the world works. Teachers:Look at one lesson this week and ask: Who can access this easily—and who has toadapt? What small shift could make it more flexible? Follow us on Instagram: @secondlookeducationListen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

14. 

    9 Apr 2026

    How did we lose the joy this early?

    Episode Summary Candace shares a moment that stopped her in her tracks: her 7-year-old niece, in the middle of learning to read, said, “I don’t like school.” There was no frustration or struggle, just a quiet certainty. In this episode, Candace and Amy take a second look at what it means when a child at one of the most critical stages of learning already feels disconnected from school. They explore the difference between learning a skill and wanting to keep learning, and how systems built around pacing, measurement, and outcomes may unintentionally disrupt children’s natural curiosity. Drawing on research in motivation, development, and literacy, the conversation examines how early experiences shape a child’s relationship with learning, and what it means if students can perform but no longer feel connected to the process. Because the question isn’t just whether children can learn. It’s what they’re learning about learning itself. Key Question If a child can read but doesn’t want to read, did school succeed? Topics Discussed The difference between skill acquisition and desire to learn Why early reading should feel meaningful, not just measurable Intrinsic motivation and the role of autonomy, competence, and connection How compliance-driven systems shape student experience The impact of pacing, benchmarking, and over-assessment Joy as a condition for learning, not a reward after it The growing gap between what schools measure and what students feel Readings & Resources Mentioned National Association for the Education of Young Children (NAEYC) https://www.naeyc.org/resources/position-statements/dap (https://www.naeyc.org/resources/position-statements/dap) Edutopia – Student Engagement https://www.edutopia.org/topic/student-engagement (https://www.edutopia.org/topic/student-engagement) Self-Determination Theory (Deci & Ryan) https://selfdeterminationtheory.org/theory/ (https://selfdeterminationtheory.org/theory/) Ryan & Deci (2000) Intrinsic and Extrinsic Motivation https://pubmed.ncbi.nlm.nih.gov/10620381/ (https://pubmed.ncbi.nlm.nih.gov/10620381/) Mihaly Csikszentmihalyi – Flow Theory https://positivepsychology.com/mihaly-csikszentmihalyi-father-of-flow/ (https://positivepsychology.com/mihaly-csikszentmihalyi-father-of-flow/) Peter Gray – Free to Learn https://www.psychologytoday.com/us/blog/freedom-learn (https://www.psychologytoday.com/us/blog/freedom-learn) Gholdy Muhammad – Unearthing Joy https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html (https://shop.scholastic.com/teachers-ecommerce/teacher/books/unearthing-joy-9781338856606.html) Bettina Love – We Want to Do More Than Survive https://jethe.org/index.php/jethe/article/download/259/58/1078 (https://jethe.org/index.php/jethe/article/download/259/58/1078) Try This After Listening Parents:Ask your child what part of their day at school feels most interesting or exciting, and why. Teachers:Reflect on when you last adjusted a lesson based on student engagement, not pacing. Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts | Watch on YouTube @secondlookeducation

15. 

    26 Mar 2026

    Inside High-Stakes Testing

    Episode Summary In this episode, we start with a small moment — a child mentioning that they get to chew gum during the Illinois Assessment of Readiness — and follow it into a larger question: How did high-stakes testing become such a routine part of school that it now feels inevitable? Amy reflects on raising her own children inside a testing system she has studied, written about, and once administered as a classroom teacher. Drawing on her experience preparing third graders for their first standardized test, researching children’s experiences of testing, and later stepping away from that grade level, she examines how policy becomes classroom reality. We explore how federal accountability systems made annual testing structural, why the 95% participation rule continues to shape school responses, how Illinois moved from IGAP and ISAT to PARCC and IAR, and why teachers and parents often experience these systems differently. We close by asking what children learn when adults treat constructed systems as natural — and what it means to stay conscious inside them. When high-stakes testing feels inevitable, what are children learning about systems, authority, and participation? High-stakes testing as policy, not inevitability The 95% participation rule under NCLB and ESSA Illinois testing history: IGAP, ISAT, PARCC, and IAR Teacher compliance, care, and professional survival Student identity and the emotional experience of testing Parent advocacy inside institutional systems Practitioner & Teaching Perspectives FairTest. National Center for Fair and Open Testing.https://fairtest.org (https://fairtest.org) Illinois State Board of Education. Illinois Assessment of Readiness (IAR).https://www.isbe.net/iar (https://www.isbe.net/iar) Illinois State Board of Education. Assessment Overview.https://www.isbe.net/Pages/Assessment.aspx (https://www.isbe.net/Pages/Assessment.aspx) Research Sources Referenced in the Episode U.S. Department of Education. Every Student Succeeds Act (ESSA).https://www.ed.gov/essa (https://www.ed.gov/essa) U.S. Department of Education. No Child Left Behind Act Overview.https://www.ed.gov/media/document/execsummpdf-4020.pdf (https://www.ed.gov/media/document/execsummpdf-4020.pdf) Foundational Research & Further Reading Schneider, M. K. (2015).Common Core Dilemma: Who Owns Our Schools? Teachers College Press. https://www.tcpress.com/common-core-dilemma-who-owns-our-schools-9780807756492 (https://www.tcpress.com/common-core-dilemma-who-owns-our-schools-9780807756492?utm_source=chatgpt.com) Gorlweski, A., Porfilio, B., Gorlewski, D. (2012).Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy https://www.peterlang.com/document/1109148 (https://www.peterlang.com/document/1109148) Neill, M. (2016).The Testing Resistance and Reform Movement https://monthlyreview.org/articles/the-testing-resistance-and-reform-movement/ (https://monthlyreview.org/articles/the-testing-resistance-and-reform-movement/) Author Background & Related Scholarship Kelly, A. L. (2019).The High Stakes of Testing: Exploring Student Voice and Standardized Assessment through Governmentality. Brill Sense.https://brill.com/display/title/61974 (https://brill.com/display/title/61974) Kelly, A. L. (2021).A Guide to High-Stakes Standardized Testing in the United States: A Historical Overview. Brill Sense.https://brill.com/display/title/54596 (https://brill.com/display/title/54596) Parents: Ask your child what they think the test is for — and what they think it says about them. Teachers: Reflect on how testing season changes the tone of your classroom. What messages are students receiving about learning, success, and compliance? Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts| Watch on YouTube @secondlookeducation

16. 

    12 Mar 2026

    Read Across America — What Do We Do About Dr. Seuss?

    Episode Summary In this episode, Candace begins with a personal moment: learning, years into her career as an educator, that many of the Dr. Seuss books she loved as a child contain racist imagery and stereotypes. Like many teachers, she grew up celebrating Read Across America with Cat in the Hat hats, green eggs and ham activities, and Dr. Seuss-themed classrooms. But once she encountered research examining racial representation in Seuss’s books, that tradition started to feel more complicated. This episode explores what happens when nostalgia collides with new information. Why did Dr. Seuss become so closely tied to Read Across America? What does the research actually say about representation in his books? And what responsibility do educators have when the materials we’ve traditionally celebrated may carry harmful messages? Candace and Amy examine the history of Read Across America, the research that sparked national conversations about Seuss’s work, and the developmental research showing how early children begin forming racial biases. This is not a conversation about banning books or erasing childhood memories. It is an invitation to take a second look at how we choose the stories we center in classrooms—and what those choices communicate to children When schools celebrate reading, whose stories are we choosing to center—and what messages do those choices send to children? The history of Read Across America and its connection to Dr. Seuss Research examining representation in Dr. Seuss’s children’s books The tension between nostalgia and responsibility in education Child development research on how early racial bias forms Why representation in children’s literature matters for identity and belonging The National Education Association’s shift away from Dr. Seuss in Read Across America programming Why many schools continue Seuss-themed celebrations despite that shift How educators can evaluate children’s books more intentionally Diverse authors and books that bring joy, imagination, and representation into classrooms Ishizuka, K., & Stephens, R. (2019).The Cat is Out of the Bag: Orientalism, Anti-Blackness, and White Supremacy in Dr. Seuss’s Children's Books. https://iopn.library.illinois.edu/journals/rdyl/article/view/1525 (https://iopn.library.illinois.edu/journals/rdyl/article/view/1525) This study examined 50 Dr. Seuss books and more than 2,200 characters. Researchers found that only 2% of characters were people of color—and those characters were consistently portrayed through racial stereotypes. Dr. Seuss Political Cartoons https://calisphere.org/collections/26157/ (https://calisphere.org/collections/26157/) National Education Association – Read Across America https://www.nea.org/professional-excellence/student-engagement/read-across-america (https://www.nea.org/professional-excellence/student-engagement/read-across-america) Learning for Justice (formerly Teaching Tolerance)Reading Diversity Tool https://www.learningforjustice.org/sites/default/files/2017-11/Reading-Diversity-v2-Redesign-WEB-Nov2017.pdf (https://www.learningforjustice.org/sites/default/files/2017-11/Reading-Diversity-v2-Redesign-WEB-Nov2017.pdf) DIG Checklist for Inclusive Children's Media https://static1.squarespace.com/static/58595220e58c62b4ba107c65/t/59e7b0b964b05fdd650ecf7a/1508356282001/KIDMAP-DIG-CHECKLIST.pdf (https://static1.squarespace.com/static/58595220e58c62b4ba107c65/t/59e7b0b964b05fdd650ecf7a/1508356282001/KIDMAP-DIG-CHECKLIST.pdf) Amy references several tools and frameworks educators can use to evaluate children’s books for representation, bias, and quality. These include materials developed through a professional learning community with preservice teachers, as well as curated research and evaluation frameworks. 👉 Access the Episode Resource Hub: https://drive.google.com/drive/folders/1NMFikM9nHMseKL9kTluh1QZHf3NiEa5B?usp=sharing (https://drive.google.com/drive/folders/1NMFikM9nHMseKL9kTluh1QZHf3NiEa5B?usp=sharing) Resources include: Children’s Book Evaluation Checklist• Full research list on evaluating children’s literature Teachers: Look at the books you highlight during reading celebrations. Ask yourself: Who is represented—and who isn’t? Parents: When reading with children, explore books that show a wide range of cultures, identities, and experiences. Representation helps children see both mirrors and windows in literature. Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts Watch on YouTube @secondlookeducation

17. 

    26 Feb 2026

    When Learning Has to Leave a Trace

    Episode Summary In this episode, we start with a simple moment — a child bringing home a stack of completed workbook pages — and follow it into a larger question: How did written work become the primary way schools recognize learning? We explore how assessment systems shape classroom tasks, why teachers rely on visible artifacts, and what may become invisible when proof becomes the priority.This is not an argument against worksheets — it’s an examination of what role they are quietly being asked to play. We close with practical ways parents and teachers can look beyond completion and notice understanding. Key Question When evidence of learning becomes the goal, what kinds of learning stop counting? Topics Discussed Observable vs. experiential learning Accountability and instructional design Task architecture in classrooms Developmental learning vs. documented learning Parent–teacher feedback loops Practical ways to surface student thinking Readings & Resources Mentioned Practitioner & Teaching Perspectives Elaine. 5 Reasons to Stop Using Workbooks. Hummingbird Learning Centrehttps://hummingbirdlearning.com/5-reasons-to-stop-using-workbooks/ (https://hummingbirdlearning.com/5-reasons-to-stop-using-workbooks/?utm_source=chatgpt.com) Segar, Sara. Why I Don’t Give My Students Worksheets and What I Do Instead. Experiential Learning Depothttps://www.experientiallearningdepot.com/experiential-learning-blog/why-i-dont-give-my-students-worksheets-and-what-i-do-instead (https://www.experientiallearningdepot.com/experiential-learning-blog/why-i-dont-give-my-students-worksheets-and-what-i-do-instead?utm_source=chatgpt.com) Research Sources Referenced in the Episode Utami, A. R., Aminatun, D., & Fatriana, N. (2020).Student Workbook Use: Does It Still Matter to the Effectiveness of Students’ Learning? Journal of English Language Teaching and Learning, 1(1), 7–12.https://www.researchgate.net/publication/349654476_STUDENT_WORKBOOK_USE_DOES_IT_STILL_MATTER_TO_THE_EFFECTIVENESS_OF_STUDENTS'_LEARNING (https://www.researchgate.net/publication/349654476_STUDENT_WORKBOOK_USE_DOES_IT_STILL_MATTER_TO_THE_EFFECTIVENESS_OF_STUDENTS) Osborn, J. (1984).Evaluating Workbooks (Reading Education Report No. 52). Center for the Study of Reading, University of Illinois at Urbana–Champaign.https://www.ideals.illinois.edu/items/17574/bitstreams/63193/data.pdf (https://www.ideals.illinois.edu/items/17574/bitstreams/63193/data.pdf) Foundational Research & Further Reading Shepard, L. A. (2000).The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14.https://doi.org/10.3102/0013189X029007004 (https://doi.org/10.3102/0013189X029007004) Black, P., & Wiliam, D. (1998).Inside the Black Box: Raising Standards Through Classroom Assessment.https://people.bath.ac.uk/edspd/Weblinks/MA_Ass/Resources/Using%20assessment%20formatively/Black%20&%20Wiliam%201998%20PDK.pdf (https://people.bath.ac.uk/edspd/Weblinks/MA_Ass/Resources/Using%20assessment%20formatively/Black%20&%20Wiliam%201998%20PDK.pdf) Stein, M. K., & Smith, M. S. (1998).Mathematical Tasks as a Framework for Reflection (QUASAR Task Analysis Framework overview)https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=wTjgEy0K1jw= (https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=wTjgEy0K1jw=) Dewey, J. (1938).Experience and Education.https://archive.org/details/experienceeducat00dewe (https://archive.org/details/experienceeducat00dewe) Author Background & Related Scholarship The ideas discussed in this episode draw on research about how accountability systems influence classroom practice: Kelly, A. L. (2019).The High Stakes of Testing: Exploring Student Voice and Standardized Assessment through Governmentality. Brill Sense.https://doi.org/10.1163/9789004401365 (https://doi.org/10.1163/9789004401365) Kelly, A. L. (2021).A Guide to High-Stakes Standardized Testing in the United States: A Historical Overview. Brill Sense.https://doi.org/10.1163/9789004511736_001 (https://doi.org/10.1163/9789004511736_001) Try This After Listening Parents: Ask what was confusing today before asking if it was correct. Teachers: Decide whether a page is practice or documentation before collecting it — then respond accordingly. Follow us on Instagram: @secondlookeducation Listen on Spotify & Apple Podcasts| Watch on YouTube @secondlookeducation

18. 

    23 Feb 2026

    Why We’re Taking a Second Look

    Welcome to Second Look Education. In this first episode, Amy and Candace introduce who we are, where we come from, and why this podcast exists. We are experienced educators, former classroom teachers, school leaders, researchers, and parents. We are not observing education from the sidelines. We are living it. We prepare future teachers while also watching our own children move through increasingly complex school systems. This show was created because we kept having the same honest conversations behind closed doors. Conversations about the growing gap between how teachers are prepared and how systems ask them to teach. Conversations about autonomy, compliance, developmentally appropriate practice, instructional scripts, technology, standardized systems, and the narrowing of professional judgment. Second Look Education is a practitioner-scholar podcast examining policy, curriculum, technology, and instructional trends through a developmental, relational, and classroom-reality lens. We are not neutral. We are thoughtful, evidence-informed, and grounded in lived practice. In this episode, we lay out: What we believe about children and learning What we believe about teachers and professional judgment What we believe about systems and reform The core questions that will frame every episode: Are we designing systems for compliance, or for human development? Who benefits from current structures, and who carries the cost? This episode sets the foundation for the conversations to come. Follow us on Instagram: @secondlookeducation

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4 ratings

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1 ratings

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