Aug. 20, 2025

078: Student-Centered Mentoring with Dr. Amanda Brueggeman

What if teacher mentoring focused less on checklists and more on students? Dr. Amanda Brueggeman revolutionizes the traditional approach to supporting new educators with her student-centered mentoring framework.

Drawing from over 20 years of educational experience, Amanda reveals how transforming mentoring relationships from one-directional knowledge transfers into collaborative partnerships creates profound ripple effects throughout school communities. Her approach places student success at the core of professional learning conversations, building collective teacher efficacy, which research shows has one of the highest impacts on student achievement.

The conversation challenges long-held assumptions about teacher development. Rather than positioning experienced teachers as perfect experts with nothing to learn, Amanda advocates for vulnerability and a growth mindset from both parties. This reciprocity not only honors the fresh perspectives new teachers bring but models the exact qualities we hope to develop in students.

By structuring mentoring conversations around evidence of student learning rather than procedural compliance, teachers develop richer pedagogical understanding while naturally incorporating student voice into instructional decisions. Ready to reimagine how you support teachers in your school?

EPISODE RESOURCES:

Connect with Dr. Amanda Brueggeman via LinkedIn and her website.

Read her articles:

00:03 - Introducing Dr. Amanda Bergerman

03:19 - The Philosophy of Student-Centered Mentoring

07:14 - Building Efficacy in Teaching Partnerships

11:16 - Breaking Down Traditional Mentoring Approaches

17:06 - Effective Mentoring Conversations

22:01 - Creating Asset-Based Learning Environments

28:59 - Core Beliefs in Teacher Development

33:44 - Closing Thoughts and Resources

WEBVTT

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Welcome to SEL in EDU, the podcast where we explore how educators bring social, emotional learning to life by sharing stories, strategies and sparks of inspiration.

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I'm your host, Dr Krista Lay, owner of Resonance Education.

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Thank you for joining us on this SEL journey.

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I'm AJ Bianco from Podcast PD, a part of the Education Podcast Network.

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Just like the show you're listening to now, Shows in the network are individually owned and opinions expressed may not reflect others.

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Find other interesting education podcasts at edupodcastnetworkcom.

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Dr Amanda Bergerman has dedicated over 20 years to education, beginning her career as an elementary classroom teacher and later serving as a literacy coach.

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She trains instructional coaches in student-centered coaching and provides professional learning for new teacher mentors, drawing from her book Student-Centered Mentoring keeping students at the Heart of New Teachers Learning.

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She earned her doctorate in teacher leadership from Maryville University, where she also serves as an adjunct professor.

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She is working on an upcoming book, habits of Resilient Leaders Strategies for Excelling and Challenging Times, with co-authors Dr Lindsay Prendergast and Piper Lee.

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I am so excited to have Amanda to share about her new book and how to support new teachers in education by specifically focusing on students.

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Amanda, thank you so much for your time.

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Thank you for having me.

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I feel really honored to be on your podcast and I love listening to all the other different brilliant people you have joining you.

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Thanks for the connections.

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We met through Piper Lee and Lindsay Prendergast, who were on a couple months ago, and you're writing a book with them coming out around the habits of resilient learners.

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Talk to me about how the three of you got connected.

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Actually, we connected just a year ago a little over a year ago, through the Corwin and the Annual Visible Learning Conference.

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Being the Corwin authors, we got to join up, just hit it off from the start.

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Our work very much coincides together.

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My work around the students that are mentoring has a lot of ideas that are focused on not just about supporting new teachers in that mentoring partnership, but how we can do so in a student-focused way.

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There are several ideas that they really loved.

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I'm really excited about some of the ideas that I capitalize upon in the mentoring strategies because my philosophy around the student-centered mentoring is not just the traditional mentoring approach that you would think of.

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It's more about how can we collaboratively support each other, both new teacher and mentors with that focus around students and then creates a domino effect.

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Then how can we also carry over some of these ideas with our students and learners in the classrooms too.

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In a way, it's like a backwards design approach If you think about it.

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It's like a backwards design approach If you think about it.

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It's like some of these ideas you can use with your students.

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It's also going to help you.

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Now you can go and take and turnkey it.

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That's what I love about that concept.

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It's brilliant because then people aren't seeing things as something isolated in education.

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They're seeing how they can transfer those same philosophies, approaches and skills in other incredibly meaningful ways.

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Yes, because most often we see with mentoring and new teacher support it's very siloed.

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It's okay, we've got to train our new teachers, we train our mentors.

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Then let's send them off and expect them to work together.

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That's where we've missed the mark on helping support them collaboratively and a lot of the work that I've tried out.

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I was an instructional coach for 10 years in a district and tried lots of different things with the mentoring program and the new teacher part of it, bringing them together collaboratively several times throughout the year and think about providing support to our students, because that's another place we've missed the mark, thinking we've got to train these teachers on what the content is and possibly how to deliver it, but then really how do we support our kids in the classroom?

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That's another concept that is really important that mentoring partnership and cultivating that relationship between a mentor and a new teacher so that they can develop that relationship with their students in their classrooms too.

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There's a video on your website that talks about your journey that led to this.

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It's about 10 years that you had working with new teacher mentorship relationships and thinking like something's missing.

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What were some of the things that you saw that were really powerful and working well in that mentoring relationship?

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It all is built around conversations first off, but then it's about talking about what our beliefs are.

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Efficacy is a big part of the work that I cover throughout the strategies of the book, because it's not just a one and done type strategy you can focus on building efficacy.

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It's weaved in throughout a person's thoughts and feelings, and also collective.

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I'm a big believer of collective teacher efficacy too.

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John Hattie's work around collective teacher efficacy has a very high effect size, and that mentoring partnership is a prime example of collective teacher efficacy.

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Reflecting on those beliefs together and how to have those conversations is really important because it's not just about saying, hey, what are your beliefs about how you work with students.

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That can be hard and not natural.

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I love John Hattie's work.

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In case there's some listeners who are like, okay, hold on.

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Go back to efficacy a moment.

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What is it?

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What is collective efficacy, and why should we know about it?

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You can have self-efficacy and you can have collective teacher efficacy.

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I want to preface it with saying that they can be very interdependent of each other.

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You can't really have one without the other, but you can also utilize either to help support the other.

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With, that being said, self-efficacy being your beliefs in yourself and in relation to teaching, believing in yourself and your ability to impact students and help them grow and learn, and collective teacher efficacy is putting that collective component in there and it's being able to collaboratively work together and seeing that our groups or partnerships impact how we believe in our students to learn, to help them grow to help them achieve.

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When we look at social, emotional learning, experiencing efficacy is under self-awareness for our students you talked about.

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It is intertwined because if, as adults, don't have a sense of advocacy in our work, it's going to be hard to be able to foster that among students.

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Yes I talk about in several of the strategies is how can we support not only that social emotional piece, but that it's intertwined throughout the support that we provide new teachers, but also how do we help students.

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One of the concepts that is probably one of my favorite parts are called directional supports and of course it's got instruction in there, because that's one of those components, but it also has how you communicate, how's a classroom set up.

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But the one that's most important that is at the top or is your true north is emotional.

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We as teachers are very passionate about what we want to do to help and create and cultivate a true learning environment.

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We want to help support the emotions of our students as well.

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That true north, I call it, is really important to cultivate, is really important to think about the types of support we can provide teachers as well as our students.

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The images that I'm getting as I'm hearing you talk is that we're not just working on developing the whole child but we're looking at the whole teacher, whole adult.

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That mindset and philosophy and ways of being as teachers are entering into this new way of mentoring and moving into the profession.

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What are some of the mindsets that the existing mentor teachers you have found are valuable?

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and for the new teachers coming in, I would actually relate it to some of the work.

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I talk about growing your learning mindset.

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Thinking about growth mindset, then also add on the component of innovator's mindset.

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Put yourself into either one of those categories, because you can't always live in an innovator mindset, whereas you're always constantly coming up and creating new things or developing ideas, but that you have that growth mindset based off of Carol Dweck's work and that leads the charge in our thinking of whether or not we are willing to learn, whether we're being vulnerable and open to learning, then modeling that for our students, which is one of the key connections that I make in the book that I'm writing with Piper and Lindsay how we can help develop that habit of vulnerability for our students.

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But we also have to be able to develop that Sometimes new teachers look at them and thinking you've got it all together, you're perfect, you've got it down and really and truthfully, what I found in a lot of my work in the mentoring partnerships are they're like I'm still trying to figure it out, I'm still learning and growing.

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Kids change from year to year.

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I have a different student that I'm trying to help support and that mentoring partnership is not just about supporting new teachers, it's about supporting the mentors too.

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That's where that collective efficacy is so important.

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You're helping to form that learner's mindset between both.

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Hearing you makes me so happy because there's somebody who's sharing a framework that enhances all the pieces.

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That was a checkbox, right, you have to meet with new teachers.

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Here you go, and over time, the expectation is that, oh, I've got this, I'm a master teacher and I was more comfortable by year five.

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But, like you said, our students are growing and changing, society's changing and we need to be constantly evolving.

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What I'm hearing you say is that we're also disrupting this system that said that you've got it, you're done, you're a master teacher and there's nothing else to learn, and so you're going to mentor somebody else, where it also subliminally states that the new teachers don't have anything to offer.

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And I'm seeing your eyebrows went up like our new to the profession.

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People have great ideas because they haven't been worn down by a system that has said you can't do that or we haven't done it that way.

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Correct, and what you also hit on is that belief piece yet again, on how do we believe in each other?

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One of the other strategies I talk about is reflecting on what our beliefs are, and one of those belief statements, that is can we take a collaborative approach to this work?

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I did my doctoral research around efficacy with mentors and new teachers and had both the mentors and new teachers do that reflection.

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Because, going back to your point, it's not just about supporting the new teacher and honing in on their beliefs and their experiences and building upon that to help support their competence, which is another way to think about efficacy too but it's also about the mentors reflecting back on what are my beliefs?

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Because as teachers, we are molded by the experiences that we have, by the experiences that we have and that could be even before our time of teaching.

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Those experiences could be from when we were in school ourselves.

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We're experienced, or whether we're brand new.

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Reflecting on what are our beliefs about collaboratively working together, what are our beliefs on?

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Can we help students learn despite all other outside factors in their home life?

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That's another one that some unfortunately want to say oh, that student's got a poor home life and they're not going to be able to do it.

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Yes, they may have that going on and we don't want to discount that for that student.

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We want to create a safe and nurturing environment for them so that they can feel they're able to still learn.

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We can try to help students take a break from thinking about that for a while or motivate them to want to come to school to learn and grow despite what they have going on outside.

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That's another connection to that SEL piece.

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That's so important is creating that safe space for students to learn.

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Yeah, absolutely To take off that emotional heaviness that they might be bringing in for just a little bit.

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In my experience just this year and I've met three different teachers who are new to education it's a second career for them to education.

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It's a second career for them and a similar theme among them all was the expectation that they would get their teaching degree and come in and talk at students.

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It's not been going well for them because they had this preconceived understanding of what it was like to be in the classroom Because of their program.

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Maybe they learned about standards and delivery.

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They didn't necessarily learn about pedagogy.

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This is also where I see your model being so powerful, because it could put the focus back on the students again.

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And how do you see your model being able to transform or break down that misconception?

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You?

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have landed on such an important piece, because it's not just about those that have had a little bit of education around the pedagogy and trying to just refine what that is.

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It's also our alternatively certified that are coming to education, that have a different type of degree and they're like so you have a degree, you can go ahead and teach, because we're in such a need of teachers.

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They may not have had that pedagogy.

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That's where that mentoring support is so important, because what you just described is becoming more and more common.

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Even with our teachers that have gone through programs.

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They're now being thrown into the mix of actually having to try these things out and to have somebody to support you alongside this work of when I learned this, I could apply this to this situation, or now I need to go deeper.

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Another strategy that is a top favorite is thinking about scenarios and like proactively talking through.

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How would we react to this?

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That's where that pedagogy discussion can come in more naturally.

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A good mentoring question could be what do you know about how to best help students learn this information other than direct instruction, for the whole hour we're chuckling because the research is telling us that even adults, our attention span is less than 10 minutes.

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We need to be moved in some way.

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And then you think about our young people and that's where the manifestation of different behaviors come up.

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And then people are like, oh, kids these days, and it becomes one of those cycles them up.

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And then people are like, oh, kids these days, and it becomes one of those cycles.

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Here you're drawing upon the expertise inherent in the school community and I know people say, oh, I don't have time to do this, but it really, I think, is reciprocal and it's filling.

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So, while it seems like it would be taking time away, because it is.

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You've used the word directional because it's a bi-directional giving.

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In a relationship, both people benefit.

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Yes, and you mentioned something that made me think too, the point of it not just being for thinking around the new teachers, but that mentoring and support that human resource that we have right there in front of us.

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One of the other big concepts is how to have those conversations, how to, as a mentor, ask questions, being very strategic with it and specific, because we can be very general and say, oh, how did that go today?

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And they're like I think it went fine.

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They don't know how to respond that it didn't go well.

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So how can you naturally have those conversations so that it makes it feel like you truly care and want to help them grow and learn and do better for their students?

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As a new teacher, so when something is really hard or there is a really tricky situation, we can have that hard conversation and those new teachers can go to those mentors and have help and support.

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I don't know if you've ever had an experience I've had it multiple times of walking into a newer teacher's classroom and all of a sudden they just break down and cry oh my gosh, this is horrible.

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Or one of my very memorable moments was when a new teacher had a really tough evaluation observation from the administrator and they were like this it went so bad and in the end it actually didn't go as bad as they thought it did, but they were so hard on themselves, so that could have gone in a lot of different directions.

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But thinking how we're providing that support to new teachers, can we open up those conversations so it doesn't get to that point of breakdown moments?

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When you talk about the teacher breaking down, yes, I've been on the receiving end of that.

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But I've also been that teacher, like in my first couple of years, where I was like this lesson's going to be amazing.

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It was on imperialism in Africa and I had students in groups doing all these creative things and the principal came in, who actually happened to be my ninth grade social studies teacher, and it everything blew up Like and the work didn't fit the way it was supposed to and then the kids got off top and I was like, oh, this is a big hot mess.

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Thankfully I knew him and I went back like through my peers and I'm like, can I have a do-over Like?

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That just didn't go the way I anticipated and had hoped, and my mentor at the time was a teacher who had been in the field for a very long time.

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She was very matter of fact.

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We both had books that had check boxes.

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We're going to talk about this meet and talk about this.

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I never could talk to her about pedagogy or instruction because she didn't connect with kids.

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When you think about this partnership, do people volunteer?

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Is there a cycle?

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And then how are people matched up?

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School leaders can do it in a lot of different ways and it may depend on the dynamics of the makeup.

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In smaller schools you may not have the mentor pool.

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So ideally if you could have someone paired up in the same content or same grade level, that way they had similarities.

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That tends to work the best, but that's not always the case.

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It's not always an option, Even with some of the larger schools, even some of our schools in the district that I used to work with, for example, there were four teachers in a grade level in fourth grade and there were two new teachers.

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Then there was the teacher that got moved from a different grade level down that year to that grade.

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Then there was a teacher that had been in that grade level for a few years but was still under five years of experience.

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So as far as who do you choose for the mentor, there's not necessarily the perfect option.

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There's a lot of dynamics there of choosing pairing up with somebody from a different grade level.

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Even though you would think at first that could be really tricky, I've actually seen where it can work very well because it almost provides a vertical type alignment approach to it, One of the layers that I talk about in the mentoring that you could do is layering that observational learning to the work.

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You may not necessarily go in and watch your mentor, but can you go in and watch one of the other teachers on your grade level?

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But sometimes even a better experience is going and watching the teacher below or above you and getting to see where do kids come from in their learning and where do I want to get them to.

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As an instructional coach, I actually ended up mentoring one of the newer teachers in that situation that I just described and that's what we did, because, since I didn't have my own classroom, I was like let's provide some opportunities here for you.

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And everybody else was like I'm jealous of that, I want that too.

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I want to go see someone below.

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We were telling the other new teachers in the building.

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So back to your original like question there about who all could mentor.

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That's where you have to be open-minded and we don't want to just match up because they're the same.

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We also want that mentor to be open and willing to do some of that work alongside new teachers.

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As a mentor, we are also learning and growing, so having that learning mindset like we talked about earlier is key, and being willing to coach the mentee rather than tell is another aspect that I would encourage.

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The other part of that is as an instructional coach.

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I see this quite often where they're the ones that are like mentoring the new teachers in their building, and I think that's one viable option, but I wouldn't want it to be the only way, because that coach doesn't also have their classroom usually.

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So how can you still partner them up with someone that's got a classroom?

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Because it's a collective, Like raising kids, it takes a village.

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The same way with our new teachers, it takes a village.

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I love that you brought that to light.

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I'll work with some cohorts around social emotional learning and if there's an instructional coach, we'll work together so that they don't need me.

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But they have the skills and processes that they can use and resources.

00:22:09.398 --> 00:22:15.097
They have the instructional coaches helping support the new teachers along with an administrator.

00:22:15.097 --> 00:22:18.787
They do learning walks through people's classrooms.

00:22:18.787 --> 00:22:30.268
Here's what I noticed, here's what I wonder, and so it's another way of keeping the focus on students and maybe bringing in some of those teachers to talk about what was happening in their classroom.

00:22:30.489 --> 00:22:43.525
I see this as such a powerful learning for everybody involved and to have that time where the mentor and the new teacher can sit together and process without it being a checklist.

00:22:43.525 --> 00:22:46.057
And here's what you need to do and here's what I need to tell you.

00:22:46.057 --> 00:22:48.799
But let's focus on the students.

00:22:48.799 --> 00:23:03.736
When you think about what one of these cycles looks like, a meeting, could you walk us through or share one of the strategies or a protocol or process that you have in your book around what a meeting between the mentor, teacher and the new teacher could look like?

00:23:05.319 --> 00:23:22.547
There's a couple of varying ways that could look because, depending on the time of year, depending on where you're at with the work, to start off at the start of the year, using something like the directional supports and like having different topics within that and opening that conversation up, where do you need some support at.

00:23:22.547 --> 00:23:31.707
Tell me how things are going, maybe in one of these specific areas, gives some context rather than just that general questioning like we talked around earlier.

00:23:31.707 --> 00:24:08.724
Even as we go on throughout the school year, always starting with some of those general questioning with certain specifics, whether it's how did that lesson go that you taught for your evaluation, or what was it about a specific activity that worked well for you and your students and I say that with you and your students because I think the student piece is probably the most important part of that but then thinking around like problem solving, but doing so in a strengths-based, like approach, because the feedback aspect is going to be really huge.

00:24:08.724 --> 00:24:19.364
More than likely, the new teacher is going to either want feedback or you're going to be able to naturally weave in some feedback after you've gotten some of that context.

00:24:19.364 --> 00:24:21.643
So that could be another approach to it.

00:24:21.734 --> 00:24:28.922
It's like how do you layer in that strengths-based feedback and just staying asset-based about students and teachers.

00:24:28.922 --> 00:24:42.269
I learned that through my coaching model with Diane Sweeney around student-centered coaching and trying to stay strengths-based and it always no matter who I worked with has been very successful in all of the conversations that I had.

00:24:42.269 --> 00:24:55.299
Then I'd say the other part would be setting some goals and next steps and thinking about okay, when I check back in with you next time, it'll be around what you've tried and it doesn't have to be this big formal process.

00:24:55.299 --> 00:25:05.265
Some are like, oh my gosh, when you say goal setting, it's like the smart goals or whatever that come to mind and maybe that's traumatic for us as educators.

00:25:05.265 --> 00:25:08.670
Just a little bit just a little bit.

00:25:09.654 --> 00:25:17.998
So that would be the general idea of where I would focus those conversations, but I do have a few protocols throughout the book.

00:25:19.181 --> 00:25:32.785
I love that there's different options and it's not a one size fits all for people, and so once you've set that relationship, then they can start putting the focus on what do our students need and how can I best meet their needs.

00:25:32.785 --> 00:25:49.499
And as you're asking questions and saying how did that work out, I'm assuming that we're talking too, then, about getting some student voice in there and so thinking about what that can look like and what evidence of feedback from students, and so could you talk a little bit about that piece as well?

00:25:49.499 --> 00:25:51.083
Oh, yes.

00:25:51.403 --> 00:25:59.948
So you hit on something else that is really a passionate component of this for me, and that is where do students come into the mix?

00:25:59.948 --> 00:26:03.121
So that questioning being about students.

00:26:03.121 --> 00:26:08.517
So then what is the evidence that we have or feedback from students that can be layered in?

00:26:08.517 --> 00:26:23.641
One of the things that I would say is probably my most favorite component, going back to that learning mindset, is when I've introduced that with, like, new teachers or mentors, then having them go introduce that with their students too in some way.

00:26:23.641 --> 00:26:25.644
How can this be transferred to them?

00:26:25.644 --> 00:26:38.929
A specific example of the mindset work is having those conversations with students about what does learning look and sound like, to be able to help students have an opportunity to share their thinking.

00:26:38.929 --> 00:26:42.501
It's huge for new teachers because they're like how do I do that?

00:26:42.622 --> 00:27:04.227
And so then being able to have that conversation as a mentor and saying this is how you can have that and open the door to those conversations with students, what a powerful way for a teacher to start off building a relationship with students instead of thinking like here's what I want my classroom to look like and feel like, but getting the students involved in that.

00:27:04.227 --> 00:27:13.784
Another piece that stuck with me was when you're talking about asset-based among the adults, that is, we'd wanted to trickle to the students.

00:27:13.784 --> 00:27:21.505
How are the teachers then remaining asset-focused for students instead of ah, this kid is blah blah, blah, blah, blah?

00:27:21.505 --> 00:27:27.846
Often, students aren't feeling super comfortable with naming their strengths and what they bring to the table.

00:27:27.846 --> 00:27:38.281
I'm seeing such a opportunity for a culture to be built, that collective efficacy that you mentioned among teachers, but then traveling to students.

00:27:39.244 --> 00:27:45.942
That's the exciting part of the new book that I'm working with Piper and Lindsay on as well is building those habits.

00:27:46.344 --> 00:28:03.948
And, as you're talking like, I'm thinking about a couple of the chapters that I just recently worked on, and one of them was just about that vulnerability habit and thinking of how can we stay asset-based with our students then cultivate that environment for students to be able to be that way.

00:28:03.948 --> 00:28:23.519
If we just try and do something once, the likelihood of us actually doing that is probably not going to be high, right, but if we're living and breathing that on our day-to-day with our colleagues and in the Mentor-New-Teacher partnership, then it's more likely to be replicated when we're with students as well.

00:28:23.519 --> 00:28:29.557
Plus, who doesn't want to be in more of that positive type thinking?

00:28:29.557 --> 00:28:40.365
And it's not just like everything's rainbows and unicorns type thinking, but it's how can we build upon the good, how can we continue to be forward thinking?

00:28:40.365 --> 00:28:52.204
That's the type of approach that I really build upon more that we're working on a habits book We've talked about how it's a mutual learning among the teachers and the mentors and the students.

00:28:52.674 --> 00:29:00.267
So for you, in this whole process, what have you learned about yourself when you were creating this process, implementing it and seeing the success happening?

00:29:02.675 --> 00:29:13.423
My introduction to the book actually describes perfectly where my growth and my thought process and my own beliefs has really come to fruition.

00:29:13.423 --> 00:29:18.161
Even though I say that it's come to fruition, I'm probably always going to be working on those beliefs.

00:29:18.161 --> 00:29:44.847
They're always going to be continuing to grow, but I would definitely say that over the time of working so closely with new teachers, with mentors even back when I was still a classroom teacher and had student teachers as well as supervising undergrad pre-service teachers, those beliefs that are really fundamental to my thinking has grown.

00:29:44.847 --> 00:29:49.866
The first one is really about believing and empowering others to grow and make an impact on students.

00:29:49.866 --> 00:29:54.646
It's important for our future, for the world in general.

00:29:54.646 --> 00:30:01.263
I'm wanting to make the world a better place in some way, so that's going to be my driver of what I want to continue to keep doing.

00:30:02.165 --> 00:30:06.039
It's a process Teaching's a process and learning's a process.

00:30:06.039 --> 00:30:13.521
I would also say that relying on others is very key.

00:30:13.521 --> 00:30:40.574
I know I'm really passionate about collective efficacy, but I really truly think that in general in life whether it's as we're learning or as we're just trying to live we have to have the relationships that we cultivate with other people, because not just to learn and grow, but I think also, when things get hard, to have people to help support us through tough times.

00:30:40.574 --> 00:30:43.825
That's just a very important belief for myself.

00:30:43.825 --> 00:30:46.845
I'm very big on collaborating on whatever it is.

00:30:46.845 --> 00:30:48.961
And then the last one is setting goals.

00:30:48.961 --> 00:31:04.566
We have to always, constantly, have something to work towards and not just thinking about what is the end outcome, but thinking about the process, the journey and how important that is, both personally and professionally, because there's things.

00:31:04.566 --> 00:31:06.595
As an educator, I'm always learning and growing.

00:31:06.595 --> 00:31:14.063
I've even thought about going back to the classroom someday, even with all the work I do, just because I'm like, wow, what better of a teacher could I be now?

00:31:14.703 --> 00:31:21.784
Many times, yeah, so I think that's really important and personally I try to push myself to learn new things.

00:31:21.784 --> 00:31:23.027
I tried skiing.

00:31:23.027 --> 00:31:27.063
That didn't work so well for me, so I'm going to keep up with that.

00:31:28.215 --> 00:31:31.405
I do have to say that to me is very counterintuitive.

00:31:31.405 --> 00:31:32.921
I've done it when I was younger.

00:31:32.921 --> 00:31:43.138
But don't they say you have to lean forward for control, where everything in my body is like lean back, lean back, but that's where it goes, that's where you end up in the trees.

00:31:44.020 --> 00:31:48.803
Oh, thankfully I never ended up in the trees, but I did fall my first time skiing.

00:31:48.803 --> 00:31:50.287
I never made it off the bunny slope.

00:31:51.775 --> 00:31:57.226
That's like me, and as you get older, older, I feel like the falls hit harder.

00:31:57.226 --> 00:32:13.151
Yes, yes but I admire that continual learning and wanting to stretch and all that you learn about yourself as you're extending this amazing process that transform systems and cultures.

00:32:13.151 --> 00:32:22.777
If somebody wanted to say, hey, we'd love to have you come in and help facilitate or go through with our instructional coaches your model how could they get ahold of you?

00:32:24.520 --> 00:32:25.624
There's a couple of different ways.

00:32:25.624 --> 00:32:31.445
First off, you mentioned my website and I do have a link on there that they can request consulting support.

00:32:31.445 --> 00:32:36.330
They can also just email me too, or find me on either X or LinkedIn.

00:32:36.330 --> 00:32:42.509
I do professionally on both of those locations, but I do love being in schools.

00:32:42.509 --> 00:32:48.849
I try to go to different conferences to learn myself there and also do a few sessions here and there.

00:32:48.849 --> 00:32:52.401
I'll be at the annual visible learning conference again this summer.

00:32:52.902 --> 00:33:00.426
One last question that I've been asking everybody what is currently on your playlist or what song have you just been listening on repeat?

00:33:03.895 --> 00:33:04.817
This might sound funny.

00:33:04.817 --> 00:33:06.280
I'm here for it.

00:33:06.280 --> 00:33:09.327
Rachel Platt and Sophia's song that's a big one for me.

00:33:09.327 --> 00:33:12.019
I'll blare that in the car.

00:33:12.019 --> 00:33:15.647
So either acknowledge some of those moments or get me fired up.

00:33:16.234 --> 00:33:17.439
It has just been such a pleasure.

00:33:17.439 --> 00:33:21.663
I can't wait to read your upcoming books and to follow your journey and to learn more from you.

00:33:23.576 --> 00:33:25.182
Thank you so much for having me.

00:33:25.182 --> 00:33:35.266
I have really enjoyed I love it just having conversations with other educators and hopefully everyone can take at least a nugget of something away from the conversation for today.

00:33:44.555 --> 00:33:45.678
Thank you again for tuning in to this episode of SEL.

00:33:45.678 --> 00:33:53.499
In EDU, at Residence Education, we equip educators with knowledge, skills and resources to design learning experiences that foster students' academic, social and emotional growth.

00:33:53.499 --> 00:34:00.430
We believe that every small action to foster connections and growth creates ripples shaping the future.

078: Student-Centered Mentoring with Dr. Amanda Brueggeman

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