42: A Servant Leader Approach to Enhancing Well-being in Schools

10/10/23 • 58 min

Guest Dr. Kelvin Butts is the Superintendent of Benton Harbor, MI, area schools and a lifelong educator, having served as a teacher, assistant principal, and principal. Summary

Our discussion touched upon trauma and mental health issues in the Benton Harbor Area Schools, emphasizing the need for mental health initiatives for both teachers and students. The importance of leadership philosophy and growing leaders within the district was highlighted, focusing on equity and addressing barriers through strategic planning and partnerships. The conversation also delved into education, neuroscience, and self-improvement through self-reflection and student feedback, ultimately emphasizing the significance of psychological safety, community engagement, and building alliances in education.

Key Topics

School leadership, trauma, and community support in Benton Harbor. (2:27)

Leadership, transparency, and building relationships in a school district. (9:26)

Mental health and wellness support for students and teachers in Benton Harbor. (14:25)

Addressing barriers to education and mental health support. (20:54)

Education, neuroscience, and teacher training. (27:39)

Self-reflection and improving teaching methods. (31:17)

Education, vulnerability, and agency in the classroom. (38:07)

Building alliances and addressing trauma in schools. (44:07)

Transformational leadership in education. (49:53)

Education reform with a focus on student involvement. (52:02)

Connect with Dr. Butts

School website: https://www.bhas.org/

Guest Dr. Kelvin Butts is the Superintendent of Benton Harbor, MI, area schools and a lifelong educator, having served as a teacher, assistant principal, and principal. Summary

Key Topics

School leadership, trauma, and community support in Benton Harbor. (2:27)

Leadership, transparency, and building relationships in a school district. (9:26)

Mental health and wellness support for students and teachers in Benton Harbor. (14:25)

Addressing barriers to education and mental health support. (20:54)

Education, neuroscience, and teacher training. (27:39)

Self-reflection and improving teaching methods. (31:17)

Education, vulnerability, and agency in the classroom. (38:07)

Building alliances and addressing trauma in schools. (44:07)

Transformational leadership in education. (49:53)

Education reform with a focus on student involvement. (52:02)

Connect with Dr. Butts

School website: https://www.bhas.org/

Previous Episode

41: How a School Leader Creates the Conditions for Healing

Guest Anitra Gallegos is the Principal of the Panorama Middle School in Colorado Springs, Colorado. Summary

As a passionate and dedicated principal, Anitra is committed to addressing trauma and creating a culturally responsive and trauma-informed environment in her school. She believes that all students can learn and succeed, and she is always looking for ways to improve their education. She is a strong advocate for her students, and she is committed to addressing trauma and promoting wellness in her school community. She is also a strong advocate for her faculty, and she believes they should be remembered for making a difference in education rather than just teaching content.

Listen for how Anitra puts her three “I’s” to work

• Integrity

• Instruction

• Inspiration

Connect with Anitra

Email: [email protected]

School website: https://www.hsd2.org/pms

Next Episode

43: Developing Culturally Sensitive and Responsive Educators

Guest Gary R. Howard, Ph.D., has been supporting individuals and organizations in the deeper work of personal, professional, and systemic transformation for the purpose of achieving social justice and equity in our schools and our nation.

Howard is the president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He is the author of We Can’t Teach What We Don’t Know 3rd Edition and We Can’t Lead Where We Won’t Go: An Educators’ Guide to Equity.

Summary

In this conversation, Gary Howard invites listeners to engage in reflective thinking about our racializing experiences. He begins by sharing his story of growing up as a White male in cultural isolation to becoming more culturally responsive during his collegiate years in New Haven, Connecticut. Howard emphasizes the importance of a multiethnic, multireligious, multigender teaching corps to understand that the work of personal transformation goes beyond just being culturally aware, beyond multicultural content, and conversations about differences. It is about the deeper work of acknowledging how our racializing experiences may impact our practice and how we relate to ‘others’ in ways we are not consciously aware of.