The Table | The Deans' Roundtable Podcast Series

Dive into the world of K-12 education leadership with The Table Podcast Series. Host Bridget Johnson, a veteran educator with 20+ years of experience, brings you insightful conversations on innovation and best practices in student life.Each episode features thought-provoking discussions with top educators, administrators, and industry experts. We tackle pressing challenges in modern education, from crisis management to building inclusive communities, offering strategies that shape the future of learning.Whether you're a seasoned administrator or an aspiring leader, you'll gain:-Practical advice for navigating complex educational environments-Innovative approaches to student life management-Insights on creating impactful, resilient learning spacesJoin us as we explore cutting-edge ideas and time-tested wisdom to help you excel in your educational leadership journey. Subscribe now and transform your approach to K-12 education!#EducationLeadership #K12Innovation #StudentLife

The Table | The Deans' Roundtable Podcast Series is a education podcast hosted by Bridget Johnson, with 66 episodes on record and a Required Pod Score of 80.

Bridget Johnson hosts The Table | The Deans' Roundtable Podcast Series, a education show with 66 episodes published.

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  Episode #66

  The Readiness Gap: What Employers Screen For | Edward DuCoin

  Sep 27, 202637 minS1

  The Readiness Gap: What Employers Screen For | Edward DuCoin Your students will sit across a desk from someone like Edward DuCoin one day, and he'll know within minutes what school built in them and what it didn't. Edward teaches marketing and entrepreneurship, and then, as an employer, he interviews the same kind of student he just taught. That round trip shows him the distance between how ready a graduate believes they are and what actually gets screened for in the room, and he is blunt about where the distance comes from. Bridget Johnson keeps this one anchored in K-12, because the capacities Edward screens for (listening, speaking clearly, taking a real risk in front of people, following through when it's hard) aren't built in a senior seminar. They're built years earlier, in advisory, on teams, in residential life, and in the ordinary conversations student life leaders have every week. Edward is equally direct about AI: in his classroom it's expected, expected to be understood, and expected to be disclosed, and he treats forbidding it as the weaker choice. What we build in students before they leave us is what walks into that interview chair later. In This Episode, You'll Learn: Why the skills schools once called soft are the first thing employers now screen for What a classroom looks like when AI is taught and disclosed instead of forbidden Why oral presentation, listening, and articulation carry more weight in hiring than they used to How to build a room where students can fail on purpose, and why that work belongs to student life What Edward means when he says schools move like battleships, and what it costs students How to answer a family asking whether a degree is still worth what it costs Where the daily work of student life shows up in an interview chair years later Featured Guest: Edward DuCoin is an adjunct professor of marketing and entrepreneurship at Montclair State University, a three-time Inc. Magazine 500 CEO, co-founder of Orpical Technology Solutions, and a Wharton graduate. He teaches students in the classroom and then meets them again from the other side of the interview table. Edward's websites: https://edwardducoin.net & https://orpical.com/ Edward on LinkedIn: https://www.linkedin.com/in/edwardducoin/ Resources: Visit the Deans' Roundtable: https://deansroundtable.org LinkedIn: https://www.linkedin.com/company/deans-roundtable Email: bridget@deansroundtable.org The Table Podcast Series: Where student life professionals and K-12 educational leaders connect, learn, share, and grow together.

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  Episode #65

  Family Engagement Is a Relationship, Not a Head Count | Nitza Jimenez

  Sep 13, 202636 minS1

  Family Engagement Is a Relationship, Not a Head Count | Nitza Jimenez What if the family your school has written off as non-responsive is actually drowning? Family engagement usually gets measured as a head count: who came to the football game, who showed up for trunk or treat. Nitza Jimenez, a family engagement and parent communication strategist with over a decade across education and community health, says that number rewards the families who can already get to the building, and misses the ones who are trying to help their child at home and don't know how. She works the difference between relationship-centered and compliance-based through attendance. Telling a parent to send their kid to school, with nothing relational behind it, buys no trust, and the reason the student isn't there is often a sick parent or a car that broke down. Early in her career she spent a quarter chasing a parent who booked meetings and never came, decided that parent didn't care, then called at an hour she normally wouldn't and heard the rest of it: a sick parent at home, a partner deployed, a family drowning. The second moment ran the other way, a family who answered a broken computer with "we're on the same team." Bridget Johnson names the principle in her own voice, connection before correction, and the two of them take it where deans rarely apply it, to families. She also names the failure underneath a low number, that engagement is happening to families and not with them. From there it gets practical. What to send families at the start of the year so they know how they fit the goal, why a first-month call to every family matters more than the words in it, why naming your own response time out loud keeps parents from guessing, and why a family survey at the beginning and end of the year puts the plan in the community's hands instead of the building's. Nitza Jimenez is direct about the skill gap behind all of it: teachers get no training in family engagement, and administrators tend to leave the work sitting on them. Bridget adds the tip of the iceberg frame and the role play she recommends before a hard call, with light notes rather than a script. Nitza Jimenez closes with BRB, breathe, reflect, begin again, the resource she gives at the end of her workshops, applied to a parent, to a student, and to yourself after you blow up. In This Episode, You'll Learn: Why measuring family engagement as participation misses the families who cannot come to the building, and what Nitza Jimenez tracks instead How relationship-centered communication differs from compliance-based, worked all the way through attendance What a "non-responsive" parent usually turns out to be carrying, and how she found out Why the first contact with every family should be a positive one, connection before correction applied to parents What early warning signs of a family communication breakdown look like, including contact that only happens when something is wrong Why family engagement belongs to the whole school, the nurse and the front office included, not to the classroom teacher alone Why families do not disclose homelessness or food insecurity right away, and the plain list that makes the question read as support rather than judgment How to coach an adult through a hard parent conversation: know your own triggers first, because if both of you are escalated, nobody comes down BRB, breathe, reflect, begin again: Nitza Jimenez's workshop resource for regulating yourself before a hard conversation with a parent This episode is for: deans of students, student life professionals, school counselors, advisors, principals and division directors, independent and K-12 school administrators, and any educator responsible for the relationship between home and school. Featured Guest: Nitza Jimenez is a family engagement and parent communication strategist with over a decade of experience across education and community health. She helps schools strengthen family engagement through relationship-centered communication, trust building, and partnerships between families and educators. Her work includes auditing where engagement is breaking down, retraining teacher and staff mindsets, building an engagement roadmap for each community, and running teacher trainings alongside occasional family-facing workshops. Resources: Connect with Nitza Jimenez on LinkedIn: https://www.linkedin.com/in/nitza-danielle/ Kinected Coaching, Nitza Jimenez's practice: https://kinected-coaching.kit.com/home Visit the Deans' Roundtable: https://deansroundtable.org LinkedIn: https://www.linkedin.com/company/deans-roundtable Email: bridget@deansroundtable.org The Table Podcast Series: Where student life professionals and K-12 educational leaders connect, learn, share, and grow together.

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  Episode #64

  Restorative Practice Across 64 Nationalities | Alistair Goold

  Aug 31, 202649 minS1

  Restorative Practice Across 64 Nationalities | Alistair Goold What happens to belonging when almost nobody in the building is from the country they live in? Alistair Goold has spent 19 years as an international educator across three continents, and he says restorative practice changed shape in every one of them. In Scotland's inner-city schools, affective statements were his superpower, because for some kids that was the only positive language they heard all day. In the Middle East, he found that neglect takes a different form at the other end of the wealth spectrum. In Kenya, where he teaches now, he describes a traditional and punitive approach and real pressure on schools. Bridget Johnson and Alistair go straight to the part most schools skip: culture change is slow, and it usually gets led from the middle. He walks through six years of it, circles in one grade level, then every grade level, then team meetings, then a whole-staff circle in the first week back and a line in the strategic focus areas. He's blunt that training is the beginning and not the finish line, and that leaders who claim restorative without acting it damage this work more than the skeptics do. When a staff member pushed back that it was the soft option, his answer was "show me a better way." Bridget names the myth in her own voice, that restorative practice means the absence of consequences, and lays out what she tells the schools she works with about consistency: the process has to look the same every time even though the outcome will not. From there the conversation turns to third culture kids, whose identity, as Alistair frames it, rests on relationships rather than geography, which makes the school itself the culture they belong to. It ends where a dean can actually start on Monday, with the circle. In This Episode, You'll Learn: Why culture change is a slow burn led from the middle, and what six years of it actually looked like How to answer "restorative practice means no consequences" without softening the practice, using high accountability and high support What third culture kids are, and why Alistair Goold frames their identity as resting on relationships rather than geography Why a school that draws students from everywhere becomes the culture they belong to, and what that asks of the adults How consistency of process holds a restorative approach together when the outcome is different every time Why the North American lens on belonging and identity is one lens, and what happens when international schools import it wholesale Why he brings training to schools rather than asking schools to fly staff out to him The lowest-hanging fruit for a dean this week: the circle, including the whole-staff circles he designed for the first week back This episode is for: deans of students, student life professionals, boarding and residential life leaders, independent and international school administrators, counselors, advisors, and restorative practices practitioners. Featured Guest: Alistair Goold is the founder of Restorative360 and a social science teacher and grade level leader at an international school in Kenya where 64 nationalities are represented. He has spent 19 years as an international educator across three continents, is fully trained and licensed with the International Institute for Restorative Practices, and sits on the European Forum for Restorative Justice's Register of Restorative Trainers and Consultants and its education working group. He completed his master's in restorative practices in 2024, and his academic work has been published in On the Horizon and the International Journal of Restorative Justice. Resources: Alistairs LinkedIn: www.linkedin.com/in/ alistairgoold Restorative360: https://restorative360.com/ European Forum for Restorative Justice, education section and monthly webinars: https://www.euforumrj.org/ Visit the Deans' Roundtable: https://deansroundtable.org LinkedIn: https://www.linkedin.com/company/deans-roundtable Email: bridget@deansroundtable.org The Table Podcast Series: Where student life professionals and K-12 educational leaders connect, learn, share, and grow together.

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  Episode #63

  Addiction Proofing Your School: What's Changed | Kriya Lendzion

  Aug 16, 202654 minS1

  Addiction Proofing Your School: What's Changed | Kriya Lendzion Content note: this conversation includes candid discussion of addiction and recovery, overdose, suicide, and sexual assault, including Kriya's own experience. If you or someone you know is struggling, the 988 Suicide and Crisis Lifeline is available 24/7 by call or text. What if the substance use policy in your student handbook was written for a supply that no longer exists? Kriya Lendzion has spent more than 30 years as a licensed addictions clinician, prevention specialist, and school counselor, and she opens with her own story: a New England boarding school kid reaching for ways to feel comfortable in her skin, surrounded by adults who cared but didn't know how to intervene. She and Bridget Johnson work through what has actually changed in what students can get their hands on, why staff development is the entry point for everything else, and what it means to addiction proof a school. Kriya is blunt that today's products are engineered, packaged, and delivered in ways the adults around students were never trained to recognize, and she argues this can't sit with the health center alone. Her policy case is just as direct: state what the policy is for, review it every single year, ground it in science and care rather than prohibition, and protect the student who comes forward. The through line will be familiar to anyone in this work. The presenting problem is rarely the actual problem, and Kriya's example is the depression and suicidality workup where nobody thinks to ask about a student's THC use. In This Episode, You'll Learn: What "teen whispering" looks like in the room, starting with asking what a student already knows before the adult talks Why "inflicting help" shuts down the conversation you were trying to have How the supply has changed in potency, packaging, and availability Why every adult on campus needs this knowledge, not just the health center What a strong substance use policy names, and why annual review is the step most schools skip Why amnesty and safe-haven provisions decide whether a student tells a counselor the truth What no-tolerance policies produce, and what a wraparound response looks like instead Featured Guest: Kriya Lendzion has spent more than 30 years earning a reputation as a teen whisperer. She has worked as a middle school, high school, and college counselor, and she is a licensed addictions clinician and prevention specialist who has delivered drug and alcohol education to thousands of students and staff development to tens of thousands of educators around the world. She works directly with schools, staff, and parents, and partners with Soundcheck Prevention on larger, system-level engagements. Resources: 988 Suicide and Crisis Lifeline (call or text 988, 24/7): https://988lifeline.org SAMHSA National Helpline, free and confidential treatment referral (1-800-662-4357, 24/7): https://www.samhsa.gov/find-help/national-helpline Kriya Lendzion: https://www.kriyalendzion.com/ Instagram: https://www.instagram.com/kriyacounselor/ Soundcheck Prevention: https://soundcheckprevention.org/ Visit the Deans' Roundtable: https://deansroundtable.org Student Life Assessment Program: https://deansroundtable.org/k-12-student-life-assessment-program-independent-school-evaluation/ LinkedIn: https://www.linkedin.com/company/deans-roundtable Email: bridget@deansroundtable.org The Table Podcast Series: Where student life professionals and K-12 educational leaders connect, learn, share, and grow together.

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  Episode #62

  Beyond Generational Labels in Schools | Dr. Unnatti Jain

  Aug 2, 202637 minS1

  Beyond Generational Labels in Schools | Dr. Unnatti Jain The friction between the adults in your building probably isn't generational. Underneath it, you'll usually find role clarity, workload, or norms nobody ever agreed on. Bridget Johnson opens this one with the skeptical question: how much of what we call a generational difference is really age, career stage, personality, or circumstance? Dr. Unnatti Jain, a speaker, coach, and behavioral change specialist who studies generational difference, says the answer is all of the above, which is why she works from four lenses at once: generation, age, career stage, and culture. Her own position is blunt, that generational difference should never be used as a lens to view or judge people. The research gives leaders reason to hold the labels loosely. Large reviews find that differences between generations in job satisfaction, organizational commitment, turnover intentions, and work values are often small and inconsistent, because age, historical period, and birth cohort are intertwined. What replaces the label is a diagnostic move: when a staff conflict looks generational, it's frequently a role clarity problem, a workload problem, or a set of communication norms nobody ever set. Dr. Jain also names what Gen Z educators need as they move into teaching, advising, and coaching, and why adult belonging is the piece schools keep skipping. In This Episode, You'll Learn: The four lenses every read of a staff conflict needs: generation, age, career stage, and culture What the research actually shows about generational differences at work, and why it is smaller and less consistent than the discourse suggests Where generational tension really shows up in schools, from response times and meeting etiquette to work hours and parent communication How to tell a genuine performance issue from a different way of working What Gen Z educators need from a supervisor, and why feedback norms belong in onboarding rather than in the aftermath What adult belonging looks like in practice, and why it is the precondition for student belonging The first step for a leader whose team is already in tension: acknowledge it without assigning blame Featured Guest: Dr. Unnatti Jain is a speaker, coach, and behavioral change specialist whose work explores generational differences and how they affect relationships, communication, leadership, and collaboration. She keynotes on generational difference and belonging, and works with schools through a gap analysis process that moves from assessment and staff survey to tools and strategy built alongside leadership. She has launched a Generational Diversity Training Program for leaders and a Workforce Readiness Academy for early-career staff. Connect with Dr. Unnatti Jain: https://www.unnattijain.com/ Resources: Visit the Deans' Roundtable: https://deansroundtable.org Student Life Assessment Program: https://deansroundtable.org/k-12-student-life-assessment-program-independent-school-evaluation/ LinkedIn: https://www.linkedin.com/company/deans-roundtable Email: bridget@deansroundtable.org The Table Podcast Series: Where student life professionals and K-12 educational leaders connect, learn, share, and grow together.

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