gcLi Leadership Podcast: Recent Episodes
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The Gardner Carney Leadership Institute's, (gcLi) mission makes clear that there is an inextricable connection between leadership and citizenship. We are committed to the idea that leadership must be cultivated. The healthy, effective, and benevolent functioning of classrooms, sports teams, schools, local communities, and entire nations depends upon it. Leadership is an active struggle, an exercise of character and values, a willingness to be in dialogue with diverse viewpoints, an ability to take risks and to engage wholeheartedly and uncomfortably with groups. To do it well, one must be willing to be in a lifelong journey to become more self-aware. In short, the path to leadership and thus to citizenship consists of all the skills and behaviors that the gcLi has taught since its inaugural Leadership Lab 2005. In my view, never has such training been more relevant. gcLi's Mission: Educating Teachers to Teach Leadership to Students.
Coming to you live from the 22nd Leadership Lab at the spectacular Stevenson School in the amazing community of Pebble Beach, California. Host, Berdy and gcLi Founding faculty member, Mike Pardee explore key principles of adaptive leadership as articulated by Dr. Ronald Heifetz. They discuss the importance of creating crucibles and holding environments that foster agency and learning, the challenges of work avoidance in educational settings, and the significance of navigating the productive zone of disequilibrium. The conversation emphasizes the value of intelligent failure and the characteristics of adaptive cultures in leadership development.
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In this episode, Brooke Niermann shares her journey from Salisbury School in Connecticut to becoming a leader in education through the gcLi Leadership Lab. She discusses how her experiences have shaped her approach to leadership, sustainability, and fostering a growth-oriented school culture.
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In this episode, Jeremy Lacase, Director of The Gardner-Carney Leadership Institute discusses the origins, purpose, and impact of the gcLi Leadership Lab. Discover how experiential leadership development empowers educators to foster trust, collaboration, and effective problem-solving in schools.
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In this episode of the gcLi Leadership Podcast, host Berdy and guest Rishi Raganathan, discuss the importance of preserving student dignity in educational settings. They explore how accountability can be paired with a sense of capability, the consequences of failing to uphold dignity, and the impact of these practices on school culture. Rishi shares practical strategies for educators to implement dignity-centered responses and emphasizes the role of curiosity and compassion in fostering a supportive learning environment.
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In this episode of the gcLi Leadership Podcast, host Berdy welcomes Bob Mattingly, the Executive Director of the Center for Spiritual and Ethical Education (CSEE). The conversation centers around the theme of dignity, which CSEE has been emphasizing as a crucial aspect of education. Bob shares insights into the history and mission of CSEE, highlighting its commitment to character development and moral reasoning in schools. He discusses the evolution of educational values over the years and the importance of recognizing dignity in the context of diverse student identities and experiences.
LinkedIn Bob Mattingly
LinkedIn CSEE
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In this conversation, Jeremy LaCasse, Executive Director of the Gardner Carney Leadership Institute (gcLi), discusses the exciting new partnership with the Center for Spiritual and Ethical Education (CSEE) and reflects on the impactful experiences at Fountain Valley. He emphasizes the alignment of gcLi's mission with CSEE's focus on fostering ethical thinking and community building in schools. LaCasse also shares insights on the importance of location for their programs and the ongoing evolution of their leadership pedagogy, ensuring that they adapt to the changing needs of educators and students. The conversation concludes with a positive outlook on the future of gcLi and its commitment to growth and continuity.
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In this podcast episode, Berdy discusses the critical importance of dialogue in today's society, particularly in the context of Youth Leadership Birmingham. She emphasizes the need for engaging in difficult conversations across differences, using the intergroup dialogue model to foster understanding and empathy among youth. The episode outlines the steps involved in creating a safe environment for dialogue, exploring conflicts, and moving towards actionable outcomes that promote civic engagement and community building.
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In this engaging conversation, Berdy and Dr. Catherine Steiner-Adair, Institute Scholar, gcLi,discusses the unexpected intersection of knitting and leadership, exploring how this craft can enhance mental health, cognitive abilities, and community building. Through her personal knitting journey, she highlights the profound benefits of knitting, including its meditative qualities, its role in educational settings, and its metaphorical significance in fostering resilience and connection among individuals. The discussion emphasizes the importance of embracing new learning experiences and the joy of creating together.
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In this episode, Elle Rodriguez shares her experiences in leadership education, reflecting on her journey from participating in the gcLi Leadership Lab to becoming a Lab scholar. She discusses the importance of identity work in leadership, the unique challenges and perspectives of teaching in lower school, and how educators can intentionally foster leadership skills in young learners. Elle emphasizes the significance of recognizing each student's strengths and the foundational role of elementary education in developing future leaders. Elleis a third grade teacher at University School of Milwaukee.
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In this episode of the gcLi Leadership Podcast, Tim Creamer, gcLi Lab Scholar 2025 and Head of Lower and Middle School at Commonwealth Academy, shares his journey in leadership education. He discusses his experiences at the gcLi Leadership Lab, the importance of student voice in leadership, and the unique approach of Commonwealth Academy in supporting students with learning differences. Tim emphasizes the significance of creating a supportive environment where students can thrive and contribute meaningfully to their educational experience.
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In this episode, Avery Rhodes, the Executive Director of Community on the Rise, discusses the importance of community partnerships in leadership, particularly through the lens of nonprofit work. The conversation explores the multifaceted mission of Community on the Rise, which focuses on empowering individuals experiencing homelessness through housing, education, and employment. Avery highlights the significance of youth engagement, the culture of belonging within the organization, and the innovative recycling workshop that fosters creativity and empowerment. The episode also delves into service and the impact of grant support from students, emphasizing the importance of nonprofit partnerships in education.
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In this episode of the gcLi Podcast, Patrick Kearney, PK, launched Eddyline in Jackson Hole, Wyoming, with the goals of helping individuals and organizations achieve lasting change through personalized coaching, workshops + facilitation, and incredible off-site experiences.
Berdy and PK discuss how leaders can navigate uncertainty and ambiguity using the river metaphor. PK emphasizes the importance of pausing to reflect, understanding when to lead or co-create, and the necessity of clear communication during turbulent times. PK shares practical tools for leadership, including the importance of reflection, setting manageable goals, and the need for feedback. The conversation highlights the challenges leaders face in today's rapidly changing environment and offers insights on how to lead with intention and clarity.
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In this episode of the gcLi Leadership Podcast, Berdy and Andrew Prince, gcLi Faculty & Head of Upper School, Collegiate School, NYC discuss the concept of the crucible in leadership, emphasizing the importance of creating safe spaces for growth and transformation. Prince shares insights on navigating difficult moments, building trust within communities, and the significance of a shared mission in educational settings. The conversation highlights the necessity of support and connection during challenging times, encouraging educators to lean into their experiences and seek help when needed.
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In this episode of the gcLi Leadership Podcast, host Berdy and Executive Director of the gcLi , Jeremy LaCasse, discuss the upcoming gcLi Leadership Lab, exploring its transformative nature for educators. They delve into metaphors of leadership, the importance of unexpected learning moments, and how participants leave the lab with a renewed sense of agency and purpose. The conversation emphasizes the joy, courage, and active engagement that characterizes the lab's experience, inviting educators to embrace the journey ahead.
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In this episode of the gcLi Leadership Podcast, the Berdy discusses the challenges and opportunities that arise at the end of the school year. Berdy emphasizes the importance of adaptive leadership, reflection, and building relationships as educators wrap up the academic year. The conversation includes five practical tips for leading through this chaotic time with purpose and grace, ultimately preparing for the future.
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In this conversation, Berdy and Sara Viveiros, Middle School Humanities Teacher at St. Andrew’s School in Barrington Rhode Island discuss the importance of creating a supportive classroom environment that fosters empathy and understanding among students. They explore strategies for navigating tension and conflict, the significance of establishing classroom norms, and the role of mindfulness in education. Sara shares her experiences and insights on encouraging hard conversations and building relationships with students, emphasizing the need for vulnerability and self-care among teachers.
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In this conversation, educators, Jeremy Lacasse, Executive Director, gcLi and Assistant Head of School for Student Life, The Taft School and Dr. Catherine Steiner-Adair, Institute Scholar, gcLi, discuss the challenges and responsibilities of teaching in today's polarized environment. They emphasize the importance of inclusive leadership, the psychological development of students, and the need for teachers to create supportive classroom environments. The discussion highlights the necessity of fostering individual connections and building community among educators and students to navigate the complexities of modern education.
Website: Catherine Steiner-Adair
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This conversation delves into the impactful partnership between the Gardner-Carney Leadership Institute (gcLi) and the University of Pennsylvania Graduate School of Education (Penn GSE). Steve Piltch, Ed.D., is the Director of the School Leadership Program at Penn GSE. and Jessica Richard, M.S.Ed., Associate Director of the School Leadership Program at Penn GSE, share insights on how this collaboration enhances leadership education. It emphasizes the importance of culturally responsive teaching, mentorship, and building strong relationships within educational settings. They discuss the unique aspects of Penn GSE's leadership program, the success stories of graduates, and the ongoing efforts to attract new educators to the field. The conversation concludes with advice for educators on fostering relationships and finding joy in their work.
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In this engaging podcast episode, Atia Abawi, an acclaimed journalist and author, winning numerous awards for both her journalistic achievements and written, including The George Foster Peabody Award and The duPont-Columbia Awards. She shares her inspiring journey from being a refugee to becoming a powerful storyteller.
She discusses the challenges she faced in journalism, the importance of empathy, and how her experiences shape her writing. Atia emphasizes the need for representation and understanding in storytelling, particularly in the context of global conflicts and cultural narratives. She also highlights the role of educators in fostering empathy and global awareness among students.
Also joining the podcast is Emily Ihrke, Editor, gcLi's Leadership blog and Director of PK-12 Ethical Leadership Program (& Middle School Learning Specialist), University School of Milwaukee, Milwaukee, WI
Atia's books:
She Persisted: Sally Ride
The Land of Permanent Goodbyes
The Secret Sky
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In this engaging conversation, Rishi Raghunathan, gcLi faculty and Head of Upper School at the Wellington School, discusses the importance of recognizing and nurturing student leadership today rather than deferring it to the future. He emphasizes the need for educators to validate the leadership skills of young people, the significance of understanding the 'why' behind education, and the necessity of creating supportive environments that foster leadership. Rishi advocates for a shift in perspective, urging that students should be seen as 'leaders of today' rather than 'leaders of tomorrow.'
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In this episode, Berdy, host of the podcast, introduces the gcLi's transformative Leadership Lab, emphasizing the importance of experiential education for teachers and school leaders. The conversation highlights how the Leadership Lab fosters a community of educators who support each other's growth and development, ultimately impacting their students and school communities. Berdy encourages educators to participate in the upcoming Leadership Lab, underscoring its unique approach to professional development and the lasting connections formed within the GCLI community.
For more information about the Lab, click, join us June 16 - 22, 2025 in Colorado Springs
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In this conversation, Andrew Prince, gcLi Faculty, discusses the importance of assuming good intent in leadership and education. He emphasizes that understanding the context of individuals' actions can lead to more effective responses and support. The dialogue explores how empathy and curiosity can transform interactions with students and faculty, fostering a culture of understanding and growth. It highlights the need for leaders to approach situations without blame, focusing instead on dialogue and the complexities of human experiences. Andrew is Head of Upper School Collegiate School New York
Andrew's LinkedIn
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The idea for this podcast was born, based on the wisdom of a 20-year-old document. In this episode of the gcLi podcast, podcast host, Berdy and gcLi's Leadership Blog editor, Emily Ihrke, discuss the foundational themes of leadership education as outlined in the gcLi white paper. They emphasize the role of teachers as catalysts for student leadership, the importance of understanding social dynamics, and the necessity of self-awareness in teaching practices. The conversation also covers integrating leadership into everyday interactions, creating supportive leadership contexts, and the ongoing need for research and professional development in education.
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In this episode, host, Katherine Berdy, reflects on the New Year and shares actionable steps for improving leadership outcomes in 2025. She discusses the importance of reflection, feedback, and setting goals, while emphasizing the need for emotional intelligence, adaptive leadership, and inclusive decision-making skills in youth leadership. Berdy encourages listeners to embrace change and foster a culture of leadership that values diverse voices and experiences.
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In this conversation, the gcLi Leadership Podcast discusses the challenges and changes surrounding phone use in educational settings. Jeremy LaCasse, gcLi Executive Directer and Assistant Head of School for Student Life,Taft School. Jeremy shares insights from his experience at Taft, where a phone-free policy during class hours has led to improved student interactions and relationships. The discussion explores the reasons behind the delayed action on phone policies, the positive outcomes of the ban, and the importance of engaging with technology in a way that supports student growth. The episode concludes with reflections on gratitude and the community's role in fostering a positive learning environment.
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Rebroadcasting gcLi's Institute Scholar, Catherine Steiner-Adair's Dysregulation. Today's episode comes at a time when emotions are running high across the United States of America. Following the 2024 presidential election, some of us are feeling hopeful and energized, while others may be feeling extreme disappointment and uncertainty. No matter where you stand, this is a unique moment for us to reflect on how we as educators and leaders can model healthy, resilient behavior for our students.
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In this heartfelt message, Berdy, gcLi Faculty, podcast producer and host, expresses deep gratitude and admiration for teachers, highlighting their vital role in shaping future leaders and fostering resilience in students. The conversation emphasizes the unseen work teachers do, which goes beyond imparting knowledge to nurturing character and instilling a love for learning. Berdy acknowledges the challenges teachers face and celebrates their impact on students' lives and communities.
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In this conversation, Kelsey Twist Schroeder, gcLi Faculty member, discusses her insights on leadership, particularly focusing on the perspectives of young people. She emphasizes the importance of understanding what leadership means to students, the distinction between empowerment and agency, and the need to balance ambition with the acceptance of imperfection. Kelsey also highlights the significance of role models and mentorship in developing leadership skills, as well as the various ways schools can create opportunities for students to lead. Ultimately, she advocates for recognizing and supporting the leadership that students exhibit in their daily lives.
Kelsey is Middle School Principal, Georgetown Day School, Washington DCKelsey's LinkedIn
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In this conversation, Rishi Raghunathan, gcLi Faculty, discusses how the Wellington School in Columbus, Ohio is approaching the use of artificial intelligence (AI) in education. The school has embraced AI as a tool to enhance productivity, provide feedback, and stimulate critical thinking among students. They have created an AI acceptable use policy and encourage teachers and students to play and experiment with AI. The school values ethical use of AI and emphasizes the importance of human connection and trust in the classroom. Rishi also highlights the need for adaptive challenges and a practical, clear-eyed approach to AI in education.
Rishi is Head of Upper School, Wellington School, Columbus, OH
Rishi's LinkedIn
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In this conversation, Sara Viveiros discusses her research on co-teaching as part of her graduate work at the University of Pennsylvania's Graduate School of Education. She explores different models of co-teaching and their impact on student perceptions and performance. Sara found that students generally had positive feelings towards co-teaching, but they saw a difference between the roles of the content teacher and the special education teacher. Teachers expressed concerns about their confidence levels and the challenges of changing co-teachers. Sara plans to try out station teaching as a more effective model of co-teaching. The conversation also touches on mentorship, feedback, and leadership styles.
Sara is the gcLi's grant recipient offered in collaboration with the Graduate School of Education at the University of Pennsylvania, to the Masters in School Leadership Program at PennGSE.
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the gcLi virtual program is now open for registration. So if you want a refresher from the gcLi Leadership Lab, or if you want to just dabble in some of the content that we provide, that we call the Pedagogy of Leadership, then this program is for you.
In this program, you will learn how student brains function and how that influences their behavior and learning and how ready they are to become leaders at different developmental stages. You will also learn some of the do's and don'ts and the virtues of feedback. And then of course, those teachable moments that exist in every classroom all the time.
For more information or to register:
gcLi Virtual ProgramFor questions email:
hkasevich@gclileadership.org
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For me, a new school year is a renewal of sorts.A time to reflect on what works, what doesn't. And then my favorite things to do, is charting the paths and plans to get students where they need to be in an engaged classroom. I love making the plan, but once three weeks into the year rolls around and I'm already off course, I can feel a bit frustrated. And that's what I wanted give you today is a reminder that when things go off plan that you may be able to hang on to. Are you ready?
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Jennifer Siff, Director of Campus Life at the Salisbury School, shares her experience as a participant and scholar at the gcLi Leadership Lab. She discusses the differences between being a participant and a scholar, highlighting the opportunity to help create the same transformative experience for other participants. Building authentic relationships and creating a safe environment are essential for fostering student leadership and growth. Patience is key when implementing new concepts and strategies, as meaningful change takes time and requires ongoing effort.
Jennifer's LinkedIn
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Danielle Llewelyn, this year's gcLi scholar, discusses her experience with the Leadership Lab and the importance of teaching leadership skills. She highlights the value of networking and learning from fellow participants and faculty. They discuss the significance of titles and labels in leadership and the difference between traits and skills. The conversation emphasizes the need to recognize and nurture the leadership potential in all students, regardless of their titles or positions. The importance of individualized attention and respect for students' identities is also highlighted.
Danielle is the Science Chair at Fountain Valley School
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Centering joy is important in the context of Juneteenth and racial justice, educators have an obligation to promote racial and social justice and building relationships and learning from mistakes are crucial in this work. The history and significance of Juneteenth should be understood to better serve students, the work of advancing justice and equity is ongoing and requires collective effort.
Andrew is the Head of Upper School at Collegiate School in NYC and gcLi Faculty.
Andrew's LinkedInAndrew gcLi Faculty
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Laura Renard is this year's gcLi Leadership Grant Recipient and will pursue a master's in school leadership at the University of Pennsylvania and hopes to gain a deeper understanding of educational science and a formal pedagogy of leadership.
The Gardner Carney Leadership Institute has influenced Laura's understanding of leadership and has taught her the importance of being true to oneself, being vulnerable, and creating connections with others.
Laura is a Spanish teacher and co-leader of the peer leadership program at Heritage Hall in Oklahoma City.
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In this conversation, Berdy interviews Beth Dille, the Director of the C. Kyser Miree Ethical Leadership Center at the Altamont School. They discuss the Miree Center and its unique approach to leadership education, emphasizing civic engagement and real-world impact. They explore the challenges of measuring success in leadership education and the metrics used at the Miree Center. Beth shares stories of student initiatives and their personal growth, highlighting the power of storytelling and the global and local impact of the center. Overall, the conversation celebrates the achievements of the Miree Center and its role in helping students discover their unique leadership abilities.
Berdy directed The Miree Center from 2011-2021; Beth has served as Director of The Miree Center since 2021.
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Jeremy LaCasse, Executive Director of the gcLi and Mike Pardee, former gcLi faculty member and current Director of gcLi Research, reflect on 20 years of the gcLi Leadership Lab.
Let's go back to 2003. The gcLi is in its infancy. What are your roles? What's the mood? What's the method? How's this thing get off the ground?
The gcLi was established in 2003 with the goal of teaching leadership principles. The Leadership Lab has evolved to become more experiential and collaborative. Feedback and trust are essential for creating authentic relationships and facilitating collaboration. The gcLi aims to help teachers become comfortable with the messy aspects of leadership. The institute's research and feedback from participants inform the quality of the experience and contribute to meaningful results in the world. The work of the gcLi is critical in a world facing complex challenges that require collaborative problem-solving.
Jeremy LaCasse LinkedInMike Pardee LinkedIn
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Somerville Johnston is a licensed somatic experiencing practitioner and founder of Aspen Roots Collective out of Asheville, North Carolina.
Somatic experiencing is a modality that works with the autonomic nervous system to complete trauma responses. It focuses on changing the brain from the bottom up by tuning into the body and the animal aspect of our mind. Practicing orienting to safety can slowly change the wiring of our brain and lead to calmer and more focused thoughts. In the developed world, we often treat everyday stressors as threats, leading to chronic activation and difficulty in orienting to safety. It is important to practice feeling into the body and noticing the transition from an active state to a settled state.
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Dr. Natalie Simms reflects on 20 years of the gcLi and discusses its evolution and relevance in leadership education. The gcLi has become more inclusive of roles within independent schools and focuses on collaboration and problem-solving. Elementary school educators play a crucial role in shaping students' learning experiences. Feedback is seen as a gift and an opportunity for growth. The gcLi creates a space for vulnerability and authentic feedback. The most essential leadership practice needed in the world right now is slowing down, listening, and processing. The gcLi teaches and reinforces this through its emphasis on input, processing, and output.
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In this conversation, Dr. Catherine Steiner-Adair, Institute Scholar, gcLi, discusses the impact of world affairs on emotional dysregulation and the challenges faced by teachers, students, administrators, and parents. She explains the concept of dysregulation and how it affects our ability to have productive conversations. Dr. Steiner Adair also highlights the mental distortions that contribute to dysregulation and provides strategies for managing it and improving communication. Additionally, she emphasizes the power of students in teaching and inspiring teachers. Overall, the conversation offers insights and guidance for navigating difficult times and fostering positive connections.
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Rishi is Faculty, gcLi and Head of Upper School, Wellington School, Columbus, OH. He talks about his experience at the Leadership Lab.
"I think feedback, as Jeremy says, it's a gift. And so when I do think about feedback, I always ask myself, one, why am I getting this feedback? And two, what is this human being going through so they're providing me this feedback? So in fact, I think the evolution of it, I used to think about feedback, my classroom, and what I could control within that environment and my classroom."
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I want to share a brief personal story about how the gcLi has added value to my career and I guess more importantly to my life and remind you of the gcLi programming that is offered this year.
20th Anniversary of the gcLi Leadership Lab
gcLi School Certification ProgramgcLi Virtual Program
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Welcome to an episode that celebrates 20 years of the Gardner-Carney Leadership Institute. These 20th anniversary episodes will be fun and informative. As you listen, I invite you to think back to the year 2004. What were you doing and how has time, world events, and the gcLi shaped your own pedagogy for teaching leadership? Today's guest always has a wealth of important wisdom to share. So I am very excited to walk down memory lane with Dr. Catherine Steiner-Adair,gcLi's Institute Scholar.
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On today's episode, Berdy speaks with former Leadership Lab graduate, Reina Stimpson, Head of Upper School and Director of the Student Leadership Program at The Derryfield School.
Berdy: "Teachers, especially in independent schools, we wear many hats. And that's one thing I love about the lab is when we come together and start kind of taking off the hats and reminding ourselves why we're there in the first place, why we chose this profession, we can really kind of gain that alignment that leads you to bigger and brighter things."
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Hello, gcLi. I'm coming to you from a brand new year. Happy 2024, everyone. We have with us our brave and fearless leader, Jeremy Lacase, to talk about our plans for our amazing gcLi community in 2024. So hello, Jeremy, and happy new year to you.
If there's anyone listening who wants to hop on the podcast and share, share what you're doing or submit a blog post to Emily Ihrke, we welcome that at any time.
To be a guest on the podcast, contact Berdy: kberdy@gclileadership.org
To be write a blog, contact Emily: eihrke@gclileadership.org
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"I've been reflecting on many of the events of 2023, and I've noticed some themes that have popped up in the podcast episodes. And I think they're really kind of how I want to end this year and go into next year. Those themes are the powers of relational vulnerability and personal resiliency. Now in every episode, they may not have sounded like that, but ultimately I think that those two themes of relational vulnerability and personal resiliency have shown up in many of the episodes."
This is a wonderful end of year reflection, what to focus on, seeking answers.
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Hello, GCLI, welcome to the podcast. Today's guest is Erin Reimel-Clements. She is the director of alumni engagement at Gwynedd Mercy Academy High School and an expert communicator turned teacher. She has a degree from Syracuse University's Newhouse School of Public Communications. She has written and edited for magazines such as Elle, Glamour, Cosmopolitan, 17, and Shape. She continues to do freelance writing and editing, and is the gcLi's Grant Recipient at the Graduate School of Education at the University of Pennsylvania.
PennGSE’S School Leadership program is unique with its emphasis on cohort learning, mentoring, and engagement of both private and public educators.
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Our newest initiative, the gcLi School Certification Program in the Pedagogy of Leadership® provides a unique opportunity for the gcLi to work directly with faculty in their school environment. This program is the result of the work that Dr. Heidi Kasevich, Director of the Leadership Academy, and Jeremy LaCasse, Executive Director, have developed over the years.
Today we talk to Heidi and Anita Roberson, Director of Diversity, Equity, Inclusion, and Justice at Gwynedd Mercy Academy High School, the first school to participate in the certification program.
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"Feedback doesn't work unless it goes both ways. The relationship doesn't work. I think so often we come to work and you know teachers fall into that space and administrators fall into their space and sometimes we forget to see each other as humans and that human experience is the same. It transcends whatever our titles are and whatever our roles are and if we could just sit down and do good work together and really have honest and humble conversations I think I think our world of education would be a little bit better and a little bit happier for everybody."
Dr. Simms is a fifth grade ELA and history teacher at Brownell Talbot School. She is also the Director of Social Media at the Gardner Carney Leadership Institute.Natalie's Linkedin
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Sara Viveiros is a 2023 Leadership Lab graduate who teaches Middle School Language Arts and Literature and works in the Learning Services Department at the St. Andrew School in Barrington, Rhode Island. I'm also very excited to announce that she was awarded the gcLi Leadership Grantto pursue a master's degree in School Leadership at the University of Pennsylvania's Graduate School of Education. We'll discuss her plans for her course of study.
Sara's Linkedin
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We'd like to highlight a known struggle for many, many students and adults that can upend your well-laid plans and diminish individual student learning for about one in every six of your students. And that is the topic of mental health and addiction.
Our guest today is Stuyvie Coleman, whose inspiring story and courageous leadership may serve as a bridge for you to talk about mental health and addictive behaviors. Stuyvie is a 2021 graduate of Southern Methodist University, where he was a scholarship recipient, leader on the SMU lacrosse team, and in his social circles. But like many students, he was struggling with his mental health and brought with him to SMU a substance abuse addiction that began in his teens. He's here today to share his journey and the leadership that emerged out of his recovery.
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Lorraine Connell has worked in education for over 20 years and learned that the way many schools teach leadership is not necessarily serving students. She left the classroom to bridge a gap she feels is missing in schools by starting Peers Not Fears. She works with teachers, parents, and students about many of the themes that are near and dear to the gcLi.
She's on a mission to change that myth. Leaders are not born they are developed, we need to provide opportunities for us to grow as leaders. Making mistakes is part of the process, and while the stakes are high in developing leaders the ultimate growth of positive school culture is worth it!
After spending 20 years in the classroom. She didn't see herself as a leader, "I was just a teacher, just a mom, just - just - just. When one (or several) of my students told me they were leaders I knew I had to redefine leadership for myself, so I could change the belief in others."
There is a lot of fear in schools, and so much of that fear is built into relationships with our peers. If we see our peers as leaders and ourselves as leaders, we can start seeing community.
Lorraine's LinkedIn
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Today we're joined by Valerie Lohr from St. Mary's Hall in San Antonio, Texas. She's the Director of Student Wellbeing and Performance and the women's field hockey and lacrosse coach.
Berdie and Valerie discuss perspective setting for both teachers and students, understanding individuals are more than one thing, they're complex and multi faceted. Valerie takes us through an eye opening exercise that will help you reframe who you are and how you see yourself, and it's much better than you think.
Valerie's LinkedIn
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Hear from the three new scholars from the 2023 gcLi Leadership Lab, all former Lab participants. Kenny Chilton, '22 Lab, St. Andrews Episcopal School, Jennifer Guarnaccia '21 Lab, Gwynedd Mercy Academy High School and Jean Plum, '21 Lab from University School of Milwaukee.
There are nerves the night before the Lab begins, imposter syndrome and being frontline leadership educators, like every teacher in the country and having the ability to show students how to lead and empower them both in and out of the classroom.
They discuss the difference being a participant vs being a scholar and what that looks like in terms of taking what they learn at the Lab and bringing back to their schools, students and faculty.
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Berdy and faculty member and researcher Mike Pardee download and reflect upon the experiences of the 19th Leadership Lab.
Mike's years of research and first-hand experience inspire his exploration of both the theoretical and practical applications of leadership training and character development at the gcLi Leadership Lab.
Mike teaches 9th and 10th grade English and serves as an Advisor at The Crefeld School in Philadelphia.
Mike's LinkedIn
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Kenny Chilton is a third grade teacher, soon to heading the capstone program for fifth graders at St. Andrews Episcopal School in Austin, Texas. He attended the Gardner Carney Leadership Lab in '22 and returns this year as one of the Lab's three scholars. We're going to look at his own leadership pedagogy and what he hopes to bring to the Leadership Lab this summer.
Kenny Chilton Linkedin
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Berdy and Mike Pardee, gcLi Faculty and researcher, sat down to reflect on the 19th Leadership Lab from Colorado Springs.
Mike Pardee LinkedIn
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Today's guests are perennial fan favorites, we have our fearless leader, Executive Director of the gcLi, Jeremy LaCasse and faculty member Rishi Raghunathan to talk about identity and leadership. If you haven't already done so, please check out Jeremy's vulnerable and insightful blog post entitled, A White Cisgendered Heterosexual Male Talking About Diversity, Equity, Inclusion And Belonging.
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Our guest today is very special to me, he's an attorney by day and a Holocaust Historian by night. He speaks to groups about digging into family history though storytelling as a means of forging identity and self awareness, he's also my husband!
Chris is on the Alabama Holocaust Education Center's Board and serves as a volunteer on their speakers bureau.
Chris Berdy Linkedin
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With the Leadership Lab right around the corner, we thought it'd be fun to recap the heart of the gcLi, which of course is the Lab experience. Jeremy LaCasse, the Executive Director of the gcLi is here to talk with us.
The Lab is in it's 19th year and takes place June 16 - 22, 2023 in Colorado Springs
Jeremy's LinkedIn
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Craig Ough is an expert in all things experiential and outdoor education. As the days get longer and warmer, we thought it might be a good idea to think about taking classes outside or retooling your lesson plans in an experiential manner.
Craig was a '18 Leadership Lab graduate and a '22 gcLi Leadership Lab Scholar. He's currently Math Teacher and Social Curriculum Department Chair, Rumsey Hall (CT)
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When Amy Spencer attended the gcLi Leadership Lab she says, "I had the misconception that leadership was a capital L Leadership, that people had to have designated roles to really be effective leaders and I think that's one of the greatest takeaways that I had with the gcLi is being able to reframe the concept of leadership. And so this lower case l leadership for me has really allowed me new opportunities."
Amy is a 7th grade history teacher at the Stevenson School and a '22 Lab graduate.
Click here to learn more about the Leadership Lab or to sign up to attend the Lab.
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The Independent Schools Association of the Central States (ISACS) serves more than 240 member schools, offering accreditation services, professional development, and opportunities for networking in thirteen states. Our mission is to lead schools in providing exemplary education. We are committed to fostering and furthering equitable, affirming, safe and just environments for schools and in the ISACS’s workplace.
We're joined by Executive Director, Mary Menacho, and Director of Learning, Jill Webb
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Gwynedd Mercy High School doubles down on mission to teach leadership. Listen in to hear from teachers and students on how gcLi has helped change school culture and student leadership.
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Deb Borden is a gcLi Leadership Lab graduate. She joined PAIS in February 2021 after extensive experience in independent schools as a Lower School, Middle School, and Upper School teacher of math and science, Middle School Director, Associate Head of School, and Director of Service Learning. Throughout her career, she was also involved in diversity work, professional development, performing arts, swim coaching, and admissions work. The majority of her school experience was at The Shipley School and she also spent time at The Delbarton School in New Jersey, Holy Child School at Rosemont, Agnes Irwin School, and most recently, Revolution School. She also is a founding member of the nonprofit, The Impact Center. Deb has a Bachelor's in Biology from the University of Notre Dame and a Masters in Education from Cabrini University. She lives in West Chester, Pennsylvania with her husband Barry. She is the mother of three grown children and the grandmother of one.
The gcLi and PAIS are currently collaborating on a leadership program; PAIS & gcLi: Building Student Leaders, Empower students to become leaders that effect positive changeIn this 3-part series of experiential workshops, participants will learn the essential components of the Pedagogy of Leadership®, including ways in which student brain function influences behavior and learning, giving and receiving feedback fosters safety and functionality on teams, and teachable moments abound at all educational levels.
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It's all about looking forward, that's what we're doing at the gcLi. In this episode, our host, Katherine Berdy, discusses resolutions? Intentions? Another day? Whatever you do, I hope you keep the 3Cs in mind: Connection, Competence, and Confidence.
The 3Cs for Berdy:
CONNECTION: I want to connect more with you. Please email me if you or someone you know would like to be a guest on the podcast. It's quick and easy, and we truly want to hear what you are doing at your school or in your community.
COMPETENCE: I also want to grow in my competence with this podcast. As I mentioned in a previous blog, I still feel very new to the world of podcasting. Feedback is vital to my growth, so bring it on!
CONFIDENCE: As for confidence, this is my trouble spot. I've been told I hide it well, but I am my own worst enemy in this space. I hope to embrace my fears and confidently forge ahead, even if that means mistakes and fumbles.
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Mark Martin returned home to Alabama after nearly 15 years away to launch Build UP, as an innovative early-college workforce development high school program that comprehensively addresses poverty and urban blight. He most recently graduated Harvard’s Doctor of Education Leadership program where he worked with Jobs For the Future (JFF) and the Alabama State Department of Education on education-to-career transitions and workforce readiness.
Build UP is the nation’s first and only workforce development model that provides low-income youth career-ready skills through paid apprenticeships with industry-aligned secondary and early-postsecondary academic coursework, leading them to become educated, credentialed, and empowered civic leaders, professionals, homeowners and landlords.
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He is the Founder of Jodi’s Climb for Hope which has raised $900,000 for MS and breast cancer research by getting over 300 climbers safely to the summits on four continents. He is currently the Director of Mission or RIND Snacks, author of “Carrying a Flag From Pain to Passion” a #1 Hot New Release on Amazon, and Co-host of the podcast "It's the Climb." Andy's also got a fantastic TEDx talk, Climbing from Pain to Passion.
He talks to us today about three leadership signposts; 1) carry a flag, 2) get comfortable being uncomfortable, 3) Find a guide.
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Dr. Catherine Steiner-Adair is the Institute Scholar at the Gardner Carney Leadership Institute. An award-winning author, The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age she is an internationally recognized clinical psychologist, school consultant, speaker and author. Dr. Steiner-Adair has guided independent and public schools on topics such as strengthening children’s social and emotional development, shaping school culture, navigating the challenges of the Internet, and building leadership. A Research Associate at Harvard Medical School, she has appeared widely in the media in venues like Good Morning America, The Today Show, and The Discovery Channel.
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Kenny Chilton is a third grade teacher at St. Andrew's Episcopal school in Austin, Texas and a 2002 gcLi Leadership Lab graduate.
Kenny says, "for nearly a decade I have served children in engaging classrooms, on chaotic playgrounds, on terrifying stages, and in tender conversations on quiet benches. I aspire to recognize the inherent goodness in every student, see and value their unique identities, and build leaders who will inherit and make a world in which they see hopeful prospects." He believes this is possible in part through leadership that focuses on team work and team building.
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Today's guest is no stranger to the Pedagogy of Leadership®. In fact, I call him our-in house Heifetz scholar and he's my go-to whenever I need a quick reminder to "Rock on" or some nuanced brainstorming on a tough topic. In fact, it was in a quick call about the work he does as our resident researcher that we decided to let on in our conversation about Paradoxes in leadership as they relate to The Pedagogy of Leadership® at the gcLi.
Mike Pardee is a master educator committed to' innovative approaches and pedagogies, so it makes sense that he's found a new home at the Crefeld School in Philadelphia because Crefeld seeks to provide and I quote "an intentionally different college preparatory program to help students become their best selves with a mission to graduate self-aware, empathetic, lifelong learners who possess an appreciation for diverse perspectives, their role in society, and their ability to act as agents of change."
Crefeld and the Gardner Carney Leadership Institute are lucky beneficiaries of Mike's generous energy, talent, and wisdom which I'm excited to share with you right now.
Mike LinkedIn:Mike gcLi FacultygcLi LinkedIn:
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Bobby Pollicino is the Head of Upper School at Bullis School in Potomac, MD. He has served as a school administrator for over 15 years, also in dean of students and assistant principal roles. He has taught high school courses in science, leadership, and public speaking while also serving as a varsity assistant soccer coach and varsity head lacrosse coach.
Bobby’s academic leadership career is grounded in a healthy interest in leadership which has led to conferences with Stanley King Institute, Garnder, Carney Leadership Institute, and a fellowship with Leadership+Design. Bobby has presented for local and national organizations on topics including meeting culture, digital wellness and hiring practices.
A native of Upstate New York, Bobby attributes many of his life lessons to observing the work ethic and commitment of his parents and older brother. He played high school and college lacrosse, winning a National Championship at the collegiate level. He has used many leadership lessons passed on from his high school and college coaches.
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Rishi is Faculty at the gcLiHead of Upper School, Wellington School, Columbus, OH. Rishi's idea of leadership is summed up in this quote by Dr. Joanne Ciulla, “Leadership is not a person or a position. It is a complex moral relationship between people, based on trust, obligation, commitment, emotion, and a shared vision of the good.”
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Natalie Simms is Fifth Grade Teacher, Girls On The Run coach, Leadership Enrichment program teacher, Lower School tutor at Brownell Talbot School in Omaha, Nebraska.
She's an innovative educator focused on educating the whole child and passionate about igniting a love of learning in students and providing opportunities to develop leadership skills within a diverse setting. Natalie is also the Director of Social Media for the Gardner Carney Leadership Institute (gcLi).
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On This episode, Berdy and Jeremy LaCasse, Executive Director of the gcLiand Berdy, gcLi Faculty and host of this podcast, have a fascinating conversation with John Gulla interview the Executive Director of the Edward E. Ford Foundation. The Foundation seeks to improve secondary education by supporting U.S. independent schools and encouraging promising practices.
John Gulla became the Executive Director of the Edward E. Ford Foundation on July 1, 2013. EE Ford, in its over 60 years of making grants, has distributed over $125,000,000 to over 900 different independent schools. In his capacity at the Foundation, Gulla has visited over 400 schools all across the country.
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At the gcLi we highlight leadership in it's many forms, so it makes sense that we speak to people in formal, titled leadership positions. However, if you've been around the gcLi for a while, you know that leadership comes in as many shapes and sizes as there are people. You also know that to teach leadership, you must pay attention, adapt, and capture teachable moments when you see them.
Only a very small fraction of leaders have formal, institutional leadership roles. This episode is dedicated to all of the untitled leadership professionals who lead by example and probably, without knowing it, make a considerable impact on community.
Today's guest is Jennifer Grissom, the Food Service Director at the Altamont School. Jennifer was awarded the James Barton Leadership Award for her extraordinary leadership.
As you listen, think about someone in your community who has an enormous impact on leadership but is not getting the recognition they deserve. We'd love to know about them, please email Berdy at kberdy@gclileadership.org and put "Lunchroom Leadership" in the subject line!
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Kate Wade is the editor of the gcLi Leadership Blog and has covered stories central to the gcLi Mission, Educating Teachers to Teach Leadership to Students. In addition, Kate is a teacher, middle school head at the Fenn School, mom, wife, daughter, ice hockey coach. Today we talk to Kate about teachable moments, feedback and finding and walking the razor's edge of leadership.
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Dan Rice (Eggers) (he/they) is a performer, writer, and activist currently studying Music Theatre at Baldwin Wallace University. Originally from Birmingham, Alabama, he is a Trans Youth Ambassador for the Alabama Chapter of the Human Rights Campaign.Dan founded TransEqan organization that provides workshops for professionals on transgender identity, history, equity, and dysphoria. It is a holistic program that can be used for general knowledge and protocol and will initially release specific workshops tailored for educators, the performing arts, and the medical industry.
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Dr. Kelsey Twist Schroeder is the Executive Strategist for Research and Planning at The Hamlin School in San Francisco, where she previously served as the Middle School Division Head. Kelsey has lectured on the pedagogy of leadership at numerous local and national conferences, and her writing has been published in Independent School Magazine, the Baltimore Sun, and U.S. Lacrosse Magazine.
One of Kelsey's research interests includes the intersectionality of leadership and identity, and she is especially interested in nurturing leadership skills in students who identify with groups who have been historically excluded from formal positions of leadership, which makes her the perfect guest to talk about LGBTQ children and families.
Kelsey will share her professional expertise through her own personal love story, and we’ll use her framework of 1. Remaining open-minded 2. Allowing children be our leaders, and 3. Continuing to listen, learn, and grow in love.
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If you’re going to the gcLi Leadership Lab this summer, listen up. This episode, featuring Emily Ihrke, will prime the pump for loads of learning at the lab. Specifically, you’ll hear about how one school’s journey to create an ethical leadership program and in the process created a culture of leadership. If you are new to the gcLi, you’ll enjoy hearing about some of the memorable phrases and mantras that speak to the heart of the Pedagogy of Leadership®. Speaking of heart, today’s guest has a big one. Her palpable spirit for leadership education is infectious, hence her success as the co-founder and co-leader of the Ethical Leadership Center at the University School of Milwaukee, which is also a gcLi Leadership Academyschool! When she’s not codesiging and leading leadership initiatives and professional development at USM, see busy teaching high school English or leading a as a gcLi small group facilitator.
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Today's guest is known for his visionary and decisive leadership style in the high profile entertainment industry. After 24 years at Sony Pictures Entertainment, Steve Mosko is the CEO of Village Roadshow Entertainment Group. His leadership undergirds the talent that has brought us hit shows like; "Breaking Bad", "Better Call Saul", "The Crown" and "Bloodline" to name a few.
We're thrilled for today's discussion as we get a glimpse into the kind of leadership that makes Hollywood tick in addition to take-aways that will assist our leadership journey.
At the Gardner Carney Leadership Institute we talk to leaders in every field with the hope that we will inspire news ways of thinking about leadership, as well as the tools to effectively lead in any setting or industry.
Village Roadshow Entertainment GroupForbes: Longtime Sony Pictures TV Chairman Steve Mosko On Keeping Cool Under Pressure
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Porscha Henson, MA, LCPC, NCC, RPT, Middle School and Upper School Counselor at The Park School of Baltimore (MD). She presented at the NAIS People of Color Conference. She has a unique perspective on race, counseling and teachable moments. Porscha believes in the power of one teacher and the opportunity school counselors have to leverage the Pedagogy of Leadership® in daily work. Porscha will be a scholar at the gcLi Leadership Lab '22 in Colorado Springs, CO.
Mrs. Henson also teaches social-emotional classes, a wellness class, and a leadership class. She has trained at schools and other community organizations on topics including self-esteem development, child abuse, and neglect, and family issues. She has also trained at national conferences. Mrs. Henson has an extensive background in working with students who have experienced neglect and other family-related issues. Because of this background, she is passionate about helping students find their voice. Mrs. Henson and one of her former colleagues created a leadership class at The Park School of Baltimore to help students develop their leadership skills.
Blog: Who's Work Is It?
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Todays guest is literally a star. Her roles on the West Wing and CSI Miami have brought her the fame many young girls dream of but in the world of the gcLi today’s guest is a star leader.
In June of 2019 Emily started a program at Kern Valley State Prison called The Ground.
The Ground programs on yard C, otherwise known as the Sensitive Needs Yard. Sensitive needs is used to describe a myriad of conditions, higher level mental illness, sexual predators, former law enforcement, disassociated gang members, trasnsgender persons. It is a yard of mismatched individuals, as such there is potential for great discourse as well as deep personal growth.
Today she’ll share with us how she started this work and some of the lessons we can take back to our schools, communities and families.
Emily interviews Ian Villatoro and Quan Huynh, two formerly incarcerated Defy Ventures program graduates and current staff members. Quan and Ian share their experiences inside prison about how they used their prison time in isolation to create new personal narratives. See video below.
YouTubeEmily ProcterThe Ground
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Part Two: How Students, parents and educators can help students with a project based leadership challenge to create something like LOG OFF or something students are passionate about. Learn about how the six "P's" can help you create a leadership program.
LOG OFF is a movement dedicated to rethinking social media by teens for teens. We interviewed LOG OFF's co-founder, Emma Lembke.
At LOG OFF, we are passionate about lowering social media's impact on mental health while teaching teenage users and their parents about how to navigate the vast inner -workings of life on social media. We wish to use an array of mediums, such as a podcast, this website, the blog, and the Character Ed program to further investigate how social media is affecting its adolescent users worldwide.
Although the movement began in Birmingham, Alabama, the founders of LOG OFF hope that the movement will continue to expand around the globe and assist in promoting healthy ways to exist on social media. The founders understand they are far from experts on the topic, but they hope to engage with teenagers in productive and impactful conversations to raise awareness for an issue they all believe needs to be solved.
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LOG OFF is a movement dedicated to rethinking social media by teens for teens. We interviewed LOG OFF's co-founder, Emma Lembke.
At LOG OFF, we are passionate about lowering social media's impact on mental health while teaching teenage users and their parents about how to navigate the vast inner -workings of life on social media. We wish to use an array of mediums, such as a podcast, this website, the blog, and the Character Ed program to further investigate how social media is affecting its adolescent users worldwide.
Although the movement began in Birmingham, Alabama, the founders of LOG OFF hope that the movement will continue to expand around the globe and assist in promoting healthy ways to exist on social media. The founders understand they are far from experts on the topic, but they hope to engage with teenagers in productive and impactful conversations to raise awareness for an issue they all believe needs to be solved.
LOG OFF About EmmaInstagramTwitterPodcast
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Stephanie Nebel is a marine and coastal geologist. She teaches 5th, 6th and 8th grade science. Science department chair, grade level leader, Program coordinator for the EMS Summer String Festival at The Elizabeth Morrow School in Englewood, NJ.
A winter enthusiast, Stephanie coaches ski racing in Pennsylvania.
Stephanie graduated from Bryn Mawr College in 2005 with a degree in geology. She received her MS and Ph.D. degrees in geology from The University of Delaware in 2010 and 2014, respectively.
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Andrew recently completed his Master of Arts in private school leadership from the Klingenstein Center Teachers College at Columbia University. His teaching career includes graduate studies work at the Dalton School in New York City, and a faculty post at Montclair Kimberley Academy (MKA) in New Jersey. During his time at MKA, Andrew taught history, ethics, and government; advised the “Shades of Color Club”; organized the Black History Month events; and, served as a house coordinator. Andrew has also volunteered for the Jumpstart Program, an organization that teaches language and literacy skills to preschoolers. He is the Head of Upper School: Collegiate School and a member of the gcLi faculty.
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J. Stuart Ablon, Ph.D., is an award-winning psychologist, Associate Professor at Harvard Medical School, Founder and Director of Think:Kids at Massachusetts General Hospital, and the author of three books, including Changeable, hand-picked by Malcolm Gladwell, Adam Grant, dan Pink and Susan Cain for their Next Big Idea Club. One of the world’s top-rated thought-leaders and keynote speakers at conferences including SXSW, TedX and NATCON, he teaches a very different approach to understanding and addressing challenging behavior.
Dr. Ablon received his doctorate in clinical psychology from the University of California at Berkeley and completed his training at Massachusetts General Hospital and Harvard Medical School. A dynamic and engaging speaker whose appearances include SXSW, NATCON and a TedX talk watched by hundreds of thousands of viewers, Dr. Ablon was ranked #5 on the list of the world’s top rated keynote speakers in the academic arena. Dr. Ablon trains parents, educators, and clinicians, and helps organizations throughout the world implement the Collaborative Problem Solving approach.
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Dr. Bryan earned her BA in Creative Writing at Princeton, her masters and doctorate in Counseling Psychology at Teachers College, Columbia University and studied for a year at the Harvard Graduate School of Education. She began her career teaching English and coaching at The Hotchkiss School, taught briefly at Northfield Mount Hermon School and was a graduate level instructor in Group Theory, Dynamics and Practice in the Counseling Psychology department at Teachers College, Columbia University and at the Smith College School for Social Work in Northampton, MA. She is currently enrolled in a low-residency MFA program in Creative Nonfiction at Lesley University.
Jennifer did her graduate clinical internship in Psychology at the University of Massachusetts at Amherst and a post-doctoral fellowship in Child and Adolescent Psychiatry at Baystate Medical Center in Springfield, MA. She worked in the Counseling Center at the University of Connecticut in Storrs before opening a private psychotherapy practice in Northampton, MA in 1994. In addition to providing therapy for adults, adolescents, couples, and groups, she offered clinical and organizational consultation to individual schools, local school districts and social service agencies.
In 2000 Jennifer founded Team Finch Consultants, offering specialized Gender and Sexuality Diversity consulting to PreK-12 schools. As these issues became increasingly relevant in social, political, religious and educational contexts, Jennifer expanded and refined her programs for schools and other organizations. Her conceptual and pedagogical models related to gender and sexuality continue to evolve, as she tries to keep pace with the profound and rapid change in this field.
As Covid-19 emerged in the Spring of 2020, Jennifer founded Re-Set School with a group of colleagues who wanted to help school leaders make their communities stronger, more equitable, and more adaptive during the pandemic. As the long-term, disruptive impact of this global pandemic became clear, Jennifer made a strategic decision to re-set her own professional goals. Team Finch Consultants shifted to Re-Set School, and now, Jennifer Bryan is Re-Set School.
Jennifer has two young adult children, two fairly well-behaved dogs, and lives in Northampton, MA. She can be found on the tennis (or pickleball!) court, hiking in the woods, working on her short game, visiting Maine, shooting pool or reading the newspaper (hard copy only).
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Mission: Educating Teachers to Teach Leadership to Students.
The Gardner Carney Leadership Institute is dedicated to researching, developing and disseminating a Pedagogy of Leadership®—research based methods, drawing from the fields of brain science, psychology, leadership theory, and teaching and learning, by which teachers can help young people learn to lead.
In 1995, Gardner Lynch Gordon Carney died in a kayaking accident in his senior year at the University of Colorado at Boulder. His family, Jim, Laurie and Winston Carney, established a restricted endowment at the Fountain Valley School in Colorado, in his memory.
Jeremy LaCasse is the Executive Director of the gcLi and Assistant Head of School, Taft School, Watertown, CT
To Learn more about the gcLi and its programming please visit our website
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Katherine Berdy is faculty at the Gardner Carney Leadership Institute. She's a gcLi Leadership Lab graduate and gcLi scholar as well as our new host and producer of the gcLi Leadership Podcast. Berdy is the former Director of The C Kyser Miree Ethical Leadership center and English faculty at the Altamont School in Birmingham, Alabama.
Berdy has received multiple awards:
- Edna Earle Mullins Endowed Teaching Prize
- James C. Barton, Jr. Faculty/Staff Leadership Award
- Women’s Fund of Greater Birmingham Honoree, 2017
- Recognized in 2019 by the Community of Lights
Additionally, she presented at the Evolution of Influence: Youth Lead in 2019 for the International Leadership Association
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Dr. Jennifer Bryan, Ph.D.founded Team Finch Consultants and began offering specialized gender and sexuality consultation to PreK-12 schools in 2001.* As these issues have become increasingly relevant in social, political, religious and educational contexts, Jennifer continues to expand and refine her programs for schools and other organizations. Her conceptual and pedagogical models related to gender and sexuality continue to evolve, as she tries to keep pace with the profound and rapid change in this field.
She recently founded Re-Set School, a new consulting entity envisioned by a diverse team of experienced educators in the Spring of 2020. Re-Set’s short-term goal is to help school leaders make their communities stronger, more equitable, and more adaptive during the Covid-19 pandemic. Jennifer sees the massive disruption caused by pandemic-driven education as a challenge, but also as an opportunity. The long-term goal for Re-Set is to help schools use the lessons of the pandemic to build back stronger and more equitably, to ensure that school mission and values are lived out on a daily basis.
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HEIDI KASEVICH, PHD
Director of the gcLi Leadership Academy (The Academy), A Revolutionary Leadership Program for Schools, Students and Educators. Learn more
Dr. Kasevich founded Kase Leadership Method, a mission driven organization, to guide school communities to foster inclusive cultures where people of diverse learn- ing and leadership styles can thrive. Heidi, known for her effervescent presentation style, recently served as director of the Quiet Schools Network, which was fea- tured on NPR and in numerous publications including Huffington Post, New York Magazine, and Harvard Mag- azine. Her proficiency is grounded in over 20 years of experience as an educator and history department chair at schools in New York City, including Nightin- gale-Bamford, Dalton, Berkeley Carroll, NYU and Cooper Union, and Director of Académie de Paris, an Oxbridge Academic Program. A gcLi Alumna Scholar, Dr. Kasevich is co-author of The Introverted Actor: Practical Approaches. Her forthcoming publication, Heard: Understanding How Introverted Students Learn and Lead (2021), provides educators with a wealth of strategies to foster temperament-inclusive teaching and learning communities.
gcLi Leadership AcademyLinkedin: The Gardner Carney Leadership InstitutegcLi Facebook
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Kate Wade is the Founder of the RISE Program, an inspiring approach to Service Education at The Rivers School outside of Boston, MA. Currently, Kate holds Academic Department Chairs, Athletics, English and is Head of Middle School, Chair, English Department at The Fenn School. Kate was gcLi Scholar and is currently the Executive Editor, gcLi’s Leadership Blog.
She is the first awardee of the Fellowship in Pedagogy of Leadership at the Graduate School of Education at the University of Pennsylvania.
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John Medina, author of the New York Times bestseller "Brain Rules" and the national bestseller "Brain Rules for Baby," is a developmental molecular biologist and research consultant. He is an affiliate professor of bioegineering at the University of Washington School of Medicine.
What can science tell us about raising smart, happy children? Brain Rules are things we know for sure about how the human brain works. Dr. Medina uncovers details and imparts lessons every teacher, parent, business leader, and curious person deserves to understand.
Website Books
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JoAnn Deak, Ph.D, is Scholar Emerita, the Gardner Carney Leadership Institute, developmental psychologist, author and educational consultant.
Dr. Deak has spent more than 20 years as an educator and school psychologist. She began her career as an elementary teacher and then received her Ph.D. from Kent State, one of only three universities in the United States to have a specialty in preventive psychology. At Kent State, she focused on how to assess environmental, school and family patterns that lead to the healthy development of children and, conversely, those patterns that cause issues, problems and disabilities. Following her graduate work, Dr. Deak spent several years in private practice and then served as the director of the lower school and middle school at the Laurel School in Ohio. She was also Laurel’s founding director of early childhood. She left Laurel in 1999 to expand her role as a consultant to schools worldwide on issues of brain development, gender equity and optimal learning environments for boys and girls. Dr. Deak has been an advisor to Outward Bound, a past chair of the National Committee for Girls and Women in Independent Schools, on the advisory board for the Center on Research for Girls [Laurel School], for the Seattle Girls’ School, Bromley Brook School, the Red Oak School, Power Play and GOAL. She consults with organizations and schools across the United States. Most recently, she has worked internationally with schools, organizations, associations and parent groups in every continent [except Antarctica!], including Argentina, Australia, Borneo, Canada, China, Denmark, England, Ethiopia, France, India, Kenya, the Philippines, Morocco, Nepal, the Netherlands, New Zealand, Portugal, Scotland, South Africa, Switzerland, Taiwan, Tanzania, Thailand, Turkey, and the United Arab Emirates. She has been awarded the Woman of Achievement Award by the National Coalition of Girls’ Schools, the first Female Educator of the Year Award by Orchard House School, and the Outstanding Partner for Girls Award from Clemson University. She has been named the Visiting Scholar in New Zealand, the Visiting Scholar for Montessori Children’s House and has been the Institute Scholar for the Gardner Carney Leadership Institute in Colorado Springs since its inception. Dr
Deak has written three books:
● Your Fantastic Elastic Brain, Little Pickle Press, 2011. [Also available in Mandarin, 2012, from The DEAK Group or Jiangxi Universities and Colleges Press]
● How Girls Thrive, Green Blanket Press, 2010. [Spanish Version: Assi alcanzan el exito las ninas, Green Blanket Press, 2011.]
● Girls Will Be Girls: Raising Confident and Courageous Daughters, Hyperion, 2002. [Now available on ebooks.]
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Dr. Kasevich founded Kase Leadership Method to help students and adults alike to use self-awareness to optimize their ability to lead in today’s world. A national keynote speaker, known for her effervescent presentation style, she is committed to fostering inclusive cultures where people of diverse learning and leadership styles can thrive.
Her proficiency is grounded in more than 20 years of experience as leadership and history educator and history department chair at several independent schools and universities in New York City. A specialist in empowering introverted leaders, she recently served as director of the Quiet Schools Network, a professional development program for educators nationwide that was featured on NPR and in numerous publications, including Huffington Post, New York Magazine, and Harvard Magazine. Her expertise in leadership development is rooted in her creation of an influential program for girls, Closing the Gap, which teaches service through the Guide to Giving, her highly-acclaimedK-12 philanthropy curriculum.
Dr. Kasevich is the co-author of a revolutionary book for actors, directors and actor educators, The Introverted Actor: Practical Approaches (July 2020). Her forthcoming publication, Heard: Understanding How Introverted Students Learn and Lead (2021), provides K-12 educators with a wealth of strategies to foster temperament-inclusive teaching and learning communities.
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Chris Howes is the assistant head of school for student life and culture at Mercerburg Academy. Under the stewardship of Chris and a diverse team of teachers and administrators, Severn has been intentionally and systematically applying the pedagogy of leadership. Through careful cultivation of the teachable moment and strategic trainings positioned throughout the calendar, students are being empowered and guided to lead.
linkedin Chris Howes' gcli blog
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CATHERINE STEINER-ADAIR, ED.D
Institute Scholar, gcLi
Dr. Catherine Steiner-Adair is an internationally recognized clinical psychologist, school consultant, speaker and author. Dr. Steiner-Adair has guided over 350 independent and public schools on topics such as strengthening children’s social and emotional development, shaping school culture, navigating the challenges of the Internet, and building leadership. A Research Associate at Harvard Medical School, she has appeared widely in the media in venues like Good Morning America, The Today Show, and The Discovery Channel. Steiner-Adair is also the Institute Scholar at the Gardner Carney Leadership Institute.
Website: csadair.com
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Former Head of Hutchison and Hutchison Leads Director, the leadership program represents a cross pollination of the most cutting edge ideas about top tier national leadership programs: inclusivity, collaboration, vision, empowerment, and service learning. From our youngest girls to our college bound seniors, leadership development will impact our girls’ lives in all aspects: academic, artistic, athletic, social, and emotional. Caroline is current Head of School, Roland Park Country School.
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Doug Lemov Part 2: The Importance of Feedback
Since 2005, Doug Lemov has documented the actions of effective teachers. His transformative work has established a set of techniques, a shared vocabulary, and a framework for practice for educators across the globe. He is the author of the best seller, Teach Like a Champion, Teaching In The Online Classroom, and others.
Lemov is also Managing Director of Uncommon Schools. The Teach Like a Champion Team is part of Uncommon Schools' commitment to share what we have learned about enabling all students, particularly those not born to privilege, to achieve at dramatically higher levels.
Doug Lemov: Twitter Facebook
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Since 2005, Doug Lemov has documented the actions of effective teachers. His transformative work has established a set of techniques, a shared vocabulary, and a framework for practice for educators across the globe. He is the author of the best seller, Teach Like a Champion, Teaching In The Online Classroom, and others.
Lemov is also Managing Director of Uncommon Schools. The Teach Like a Champion Team is part of Uncommon Schools' commitment to share what we have learned about enabling all students, particularly those not born to privilege, to achieve at dramatically higher levels.
Doug Lemov: Twitter Facebook
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Committed to growing jobs and creating a culture of innovation and entrepreneurship, Greg Fischer was elected Louisville's 50th mayor in 2010 -- and was sworn in for a third four-year term on January 7, 2019.
Since taking office, Mayor Fischer has pursued three top goals: making Louisville a city of lifelong learning, a much healthier city and an even more compassionate community. These are the three pillars of his administration. As a businessman and entrepreneur, he brings a data-driven approach to city government with a goal of making it more efficient and accessible.
Mayor Fischer is president of the U.S. Conference of Mayors. He was named a “Public Official of the Year” by GoverningMagazine — the only U.S. mayor to earn that honor in 2013 — and one of America's most interesting Mayor's by Politico in 2017.
Mayor Fischer's Twitter Mayor Fischer's Facebook
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Erin Gruwell has earned an award-winning reputation for her steadfast commitment to the future of education. Her impact as a teacher attracted Hollywood’s attention, and in 2007, Paramount Pictures released Freedom Writers, starring two-time Oscar winner Hilary Swank as Erin. The film is based on The Freedom Writers Diary, the New York Times Bestseller that chronicles Erin’s extraordinary journey with her 150 high school students who dubbed themselves the “Freedom Writers” in homage to the Freedom Riders of the Civil Rights Movement.
By fostering an educational philosophy that values and promotes diversity, Erin transformed her students’ lives. She encouraged them to re-think rigid beliefs about themselves and others, reconsider their own daily decisions, and ultimately, re-chart their future. With Erin’s support, they chose to forego teenage pregnancy, drugs, and violence in order to become aspiring college students, published authors, and catalysts for change.
Erin founded the Freedom Writers Foundationwhere she currently teaches educators around the world how to implement her innovative lesson plans into their own classrooms.
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Jessica Lahey is a teacher, writer, and mom. Over twenty years, she’s taught every grade from sixth to twelfth in both public and private schools. She writes about education, parenting, and child welfare for The Atlantic, Vermont Public Radio, The Washington Post and the New York Times and is the author of the New York Times bestselling book, The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed. She is a member of the Amazon Studios Thought Leader Board and wrote the educational curriculum for Amazon Kids’ The Stinky and Dirty Show.
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Gus Lee is a self describing recovering coward, trains leadership teams and provides intense executive coaching for leaders who seek to act more courageously. He has provided Courageous Leading Skills Intensives to government, healthcare, fire, police, energy, Fortune 100s, high tech, military, NGOs and non-profits. He has worked in or consulted to 50 professions and industries and coached executives from every continent. Gus’s passion and proven history of leader and core values development was inspired by his mentor H. Norman Schwarzkopf and was taught to him by Warren Bennis. Gus delivers quickly-usable leadership skills and winning practices to remove impediments. A former C-level and government senior exec, he's worked for leadership institutes and was West Point's first Chair of Character Development. He develops senior teams and leaders and coaches execs across 50 professions and industries. He develops the courage to improve so others can improve in Courageous Communication, coaching, relationship reconciliation, elite teamwork, root-cause problem-solving and core-values-based strategic planning to solve our worst organizational problems.
Lee was a COO, Chief Learning Officer, Sr Exec VP, West Point’s Chair of Character Development; government senior exec; acting deputy attorney general, supervising deputy DA, U.S. Senate ethics investigator, university assistant dean and Infantry and JAG officer, ethicist, paratrooper, boxer, whistle blower and drill sergeant. He was a path finding leader in diversity in higher education, does public speaking and volunteers in community.
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Meet Leader, Dr. Amy G. Lehman, the founder of the Lake Tanganyika Floating Health Clinic (LTFHC)/WAVE. The LTFHC is an international organization whose mission is to address the problem of health care access for millions of people who live in the isolated, but strategically critical Lake Tanganyika Basin/Great Lakes region of Central Africa. Dr. Lehman and the LTFHC were the subject of a documentary, The Lake Tanganyika Floating Health Clinic, in collaboration with Sundance Institute and the Gates Foundation, Fisher Stevens, Director
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John Hunter, an elementary school teacher in rural Virginia, created a board game for his fourth-grade students, "The World Peace Game", calling on them to resolve military, political, economic and ecological problems. He's the subject of an award winning documentary, "World Peace and other fourth-grade achievements" and gives one of the most celebrated Ted talks, "Teaching with the World Peace Game".
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