u/Original-Swing7753

If your school has adopted a scripted curriculum, what are the biggest reasons the district decided to go that route? Thank you in advance!

My district is adopting a scripted science curriculum this fall, and teachers have been told to follow the lessons as written.

If your district uses a scripted curriculum, how closely are you expected to follow it? What happens if a lesson isn't working for your students?

My district is adopting a scripted science curriculum this fall, and teachers have been told to follow the lessons as written.

If your district uses a scripted curriculum, how closely are you expected to follow it? What happens if a lesson isn't working for your students?

My district is adopting a scripted science curriculum this fall, and teachers have been told to follow the lessons as written.

If your district uses a scripted curriculum, how closely are you expected to follow it? What happens if a lesson isn't working for your students?

I am doing research for my upcoming Podcast episode, "Teacher Burnout. I will not use or quote any of your answers. I am just looking for patterns. Thank you in advance.

A principal recently shared something with me that I honestly hadn't considered.

He said many principals don't explain the pressures or realities behind certain discipline decisions because they believe teachers will simply see those explanations as excuses.

That made me wonder...

Do you agree?

If your principal openly explained what happens behind certain discipline decisions, would it change how you viewed those decisions, even if you still disagreed with them?

I'm genuinely curious. I'm not asking whether it would make the situation less frustrating, because I know it wouldn't. I'm asking whether greater transparency would build trust or simply sound like excuses.

A principal recently shared something with me that I honestly hadn't considered.

He said many principals don't explain the pressures or realities behind certain discipline decisions because they believe teachers will simply see those explanations as excuses.

That made me wonder...

Do you agree?

If your principal openly explained what happens behind certain discipline decisions, would it change how you viewed those decisions, even if you still disagreed with them?

I'm genuinely curious. I'm not asking whether it would make the situation less frustrating, because I know it wouldn't. I'm asking whether greater transparency would build trust or simply sound like excuses.

I'm a retired teacher researching teacher burnout, and after talking with many teachers, I realized there's one thing I never really understood while I was in the classroom: the principal's perspective when making student discipline decisions.

Before you answer as a principal, I'd like you to think back to when you were a classroom teacher.

Can you tell me about a student-discipline decision you made as a principal that you knew teachers would probably see as a lack of support, but that was much more complicated from your perspective?

Looking back, what's something you understand now as a principal that you wish you had known when you were a teacher?

I'm not looking for district names or confidential information. I'm simply trying to understand the kinds of information, pressures, or competing responsibilities that teachers don't always see.

I'm interested in learning from your experience, and I won't identify or quote anyone without permission.

Thank you for helping me understand a side of education I never fully saw.

I'm a retired teacher researching teacher burnout. I recently asked current and former teachers on Reddit what contributed most to their burnout. The overwhelming theme was a perceived lack of administrative support, especially regarding student behavior.

Rather than assuming that means administrators simply don't support teachers, I'm wondering if there's more to the story.

From your perspective:

• Why do you think so many teachers feel unsupported?
• What pressures or constraints do teachers often not see?
• Are there times when you want to support a teacher but can't respond the way they expect?
• If you could help teachers understand one thing about your role, what would it be?
• "What is one thing teachers misunderstand about the decisions administrators have to make regarding student discipline?"
• "What decisions frustrate you because teachers don't see the pressures behind them?"

I'm genuinely trying to understand both sides, not assign blame. I appreciate any insight you're willing to share.

Thank You

>

Was it student behavior, unrealistic expectations, lack of administrative support, constant new initiatives, parent interactions, workload, or something else?

I'm researching an upcoming podcast episode about teacher burnout and would love to hear your experiences. I'm especially interested in the moment you realized something had changed—not just what burned you out, but when you knew it.

Was it student behavior, unrealistic expectations, lack of administrative support, constant new initiatives, parent interactions, workload, or something else?

I'm researching an upcoming podcast episode about teacher burnout and would love to hear your experiences. I'm especially interested in the moment you realized something had changed—not just what burned you out, but when you knew it.

Right before we leave for summer break, many teachers send in for runs to be copied over the summer for the following school year. Our Curriculum Director decided to go to the copy center, remove anything she considered "fluff," and toss it out, including the originals. She also went through anything sent through email and deleted those runs as well. Then she sent an email letting those teachers know and told them, "They can do better." No questions or discussions. Thoughts?

What Does PBIS Tier 3 Actually Look Like in Schools Where It Exists?

I'm not looking for definitions or what PBIS manuals say should happen. I'm interested in what actually happens in your school.

For teachers and administrators working in schools with PBIS:

• What Tier 3 supports are actually available?
• Who provides them?
• How often do students receive them?
• What happens when Tier 1 and Tier 2 interventions aren't enough?
• Do you have counselors, behavior specialists, interventionists, resource rooms, Wraparound services, community partnerships, or something else?
• Are these supports consistently available, or do they depend on staffing and funding?

I'm especially interested in hearing from schools where Tier 3 is working well. What does it look like day-to-day?

I'm also curious whether teachers feel Tier 3 exists in practice or mostly exists on paper.

Specific examples would be greatly appreciated.

What Does PBIS Tier 3 Actually Look Like in Schools Where It Exists?

I'm not looking for definitions or what PBIS manuals say should happen. I'm interested in what actually happens in your school.

For teachers and administrators working in schools with PBIS:

• What Tier 3 supports are actually available?
• Who provides them?
• How often do students receive them?
• What happens when Tier 1 and Tier 2 interventions aren't enough?
• Do you have counselors, behavior specialists, interventionists, resource rooms, Wraparound services, community partnerships, or something else?
• Are these supports consistently available, or do they depend on staffing and funding?

I'm especially interested in hearing from schools where Tier 3 is working well. What does it look like day-to-day?

I'm also curious whether teachers feel Tier 3 exists in practice or mostly exists on paper.

Specific examples would be greatly appreciated.

Teachers, interventionists, specialists, and administrators:

I'm researching a podcast episode about RTI, MTSS, PBIS, and Standards-Based Grading. One question keeps coming up:

What does Tier 3 actually look like in schools where these systems are working well?

I'm not asking what the model says should happen. I'm asking what is happening in real schools.

If your school has a successful Tier 3 system:

• What services are provided?
• Who provides them?
• How often do students receive support?
• Is it one-on-one, small group, or something else?
• What staffing makes it possible?
• What makes it successful?

If you've worked in a school where Tier 3 didn't really exist, I'd be interested in hearing that perspective too.

No district names needed. Thanks for sharing your experiences.

Teachers, interventionists, specialists, and administrators:

I'm researching a podcast episode about RTI, MTSS, PBIS, and Standards-Based Grading. One question keeps coming up:

What does Tier 3 actually look like in schools where these systems are working well?

I'm not asking what the model says should happen. I'm asking what is happening in real schools.

If your school has a successful Tier 3 system:

• What services are provided?
• Who provides them?
• How often do students receive support?
• Is it one-on-one, small group, or something else?
• What staffing makes it possible?
• What makes it successful?

If you've worked in a school where Tier 3 didn't really exist, I'd be interested in hearing that perspective too.

No district names needed.

Thanks for sharing your experiences.

I'm a recently retired teacher, and have taught both Elementary and Middle School in Illinois. I am researching a podcast episode about Standards-Based Grading (SBG) and would love to hear from people who have experienced it firsthand.

If your district uses or has used SBG, what was your experience?

• What changed when SBG was introduced?
• What worked well?
• What didn't work well?
• How did teachers, students, and parents respond?
• Did it improve student learning, improve communication about learning, both, or neither?
• Looking back, what do you think your district got right?
• What do you think your district got wrong?

I'm interested in hearing from teachers, administrators, interventionists, and parents.

Thanks for sharing your experiences!

I'm a recently retired teacher researching a podcast episode about Standards-Based Grading (SBG) and would love to hear from people who have experienced it firsthand.

If your district uses or has used SBG, what was your experience?

• What changed when SBG was introduced?
• What worked well?
• What didn't work well?
• How did teachers, students, and parents respond?
• Did it improve student learning, improve communication about learning, both, or neither?
• Looking back, what do you think your district got right?
• What do you think your district got wrong?

I'm interested in hearing from teachers, administrators, interventionists, and parents.

Thanks for sharing your experiences!

[supprimé]

I recently started a podcast focused on the realities of today’s education system from a teacher's perspective.

I’m curious — what topics do you think aren’t being talked about enough in education right now?

Could be:

• classroom behavior
• parent dynamics
• testing
• burnout
• special education
• school leadership
• phones/social media
• teacher retention
• Anything else you think the public misunderstands

I’d genuinely love to hear what educators are seeing.