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In this powerful episode, we sit down with **Isormari Pozo**, an instructional leader whose 24‑year journey through public education began long before she ever stepped into a classroom as a teacher. As a former ESL student, a bilingual learner, and now an ESL Department Lead, Isormari brings a deeply personal and unapologetically honest perspective on identity, belonging, and the systems that shape multilingual learners’ experiences.

We follow her story across five pivotal chapters of her life—each one revealing the hidden barriers, biases, and breakthroughs that ultimately shaped the educator she became.

Segment 1: Disrupting the ESL Stereotype
Isormari opens up about the assumptions people make when they hear “ESL student” and what it feels like to carry that label as an American citizen. This segment grounds the episode in identity, belonging, and the misconceptions that persist in schools today.

Segment 2: Elementary Years — Representation, Music, and the Power of Expectation
We explore her early experiences in a dual‑language classroom, where music became a cognitive lifeline and culturally responsive teaching accelerated her language development. Through stories of affirmation—and moments of being underestimated—we surface themes like the Pygmalion Effect, stereotype threat, and the critical role of representation in children’s literature. Educators walk away with a clear takeaway: culturally responsive teaching literally builds neural pathways and confidence.

Segment 3: Middle School — Names, Poverty, and Survival
Isormari recounts the painful moment her name was mispronounced on her first day in Louisiana, sparking a conversation about belonging, uncertainty, and identity safety. She shares how poverty shaped her learning, how hunger impacts cognition, and how she was placed in remediation based solely on her last name. This segment exposes the real consequences of implicit bias, tracking, and opportunity gaps—and challenges educators to assume brilliance before deficiency.

Segment 4: Ninth Grade — The Breaking Point
High school brings a turning point marked by exhaustion, work responsibilities, and a traumatic algebra experience that led to public humiliation. We unpack what happens when a high‑performing student suddenly declines, how threat‑state learning shuts down the brain, and why disengagement is often a sign of injury, not laziness. This segment is a call for educators to look beneath behavior and see the unseen battles students carry.

Segment 5: Becoming the Teacher She Needed
Returning to Puerto Rico becomes the catalyst for transformation. Isormari discovers her calling in education and commits to becoming the teacher—and later the leader—she once needed. She shares how her lived experiences now shape her leadership, her advocacy for multilingual learners, and her belief in “Assume Brilliance” as a daily practice, not a slogan.

Closing Call to Action
Isormari leaves educators with one powerful message: every child deserves an adult who sees their potential before their pain. Her story is a reminder that identity safety, high expectations, and culturally responsive teaching aren’t strategies—they’re lifelines.

Ginott Quote Ed referred to:

https://ncaeyc.org/wp-content/uploads/2015/12/NCAEYC-ginott-quote-poster2017.pdf

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Empowering Students Through Activist Teaching

Ed and Jacqueline interviewed Allen Levie, a retired educator and author, about his experiences teaching for 20 years at Horlick High School in Racine, Wisconsin.

Levie shares his philosophy that learning is a political act and discusses how he empowered his students, particularly those from
working-class backgrounds, to become active participants in their education and community. He describes organizing events like Black History programs and voter drives and connecting students with community organizations to address issues like immigration and racial profiling. Levie credits influences from Pablo Freire, Saul Alinsky and Jonathan Kozol for shaping his teaching approach,
and emphasizes the importance of building students' confidence and sense of worth to help them see education as a pathway to success.

Challenging School Tracking Systems
Allen shared his experience as a social studies teacher who challenged the traditional tracking system in schools, which separated students by academic ability and maintained low expectations for working-class students. He described how his approach, which involved engaging students in community issues and fostering relationships across different social groups, led to positive changes
in both students' academic performance and teachers' attitudes. The discussion highlighted the resistance he faced from institutional structures and the importance of student-teacher relationships in driving educational change.

Teacher-Student Connection Strategies
Allen shared his experience as a teacher who built strong connections with students by spending time with them outside the classroom and listening to their personal stories. He emphasized the importance of prioritizing students' well-being over curriculum and making subject matter relevant to their lives. Allen also discussed his work with a nonprofit that aims to inspire future teachers by connecting them with successful former students and supporting youth-led clubs in schools that address various social issues.

Education Technology and Relationship Building
The meeting alluded to educational technology and its role in teaching, however, Allen stated that while tools like AI are important, the foundation of education remains building relationships with students.

Next Steps
Allen shared his vision to use his book "Thriving in a Public School" as a tool for professional development and staff training at both the high school and college level.

Contact Information and social media inks
To contact Allen Levie for public speaking, professional development or to continue the conversation: allen.levie@gmail.com

Purchase the book https://tinyurl.com/mryz9hjh

Facebook: Thriving In A Public School:
https://www.facebook.com/share/168o5afi43/?mibextid=wwXIfr

Instagram
https://www.instagram.com/thrivinginapublicschool?igsh=M3Rtc2I1OGh6eGNw

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Retirement Terms Explained: Quick Guide for Educators

Many educators hear retirement terms like 403(b) or Roth IRA but aren’t always sure how they work or how they fit together. Here’s a quick, plain-English overview.

A 403(b) is a retirement savings plan for public school employees and some nonprofits. Contributions usually come out of your paycheck before taxes, which lowers your taxable income now. Many plans also offer a Roth option, where you pay taxes now and withdraw tax-free later. Annual contribution limits apply, and educators with long service or over age 50 may qualify for catch-up contributions.

A 457(b) is another employer-sponsored retirement plan commonly available to public educators. It works similarly to a 403(b), but one key difference is flexibility—if you leave your job, withdrawals are not subject to the usual early-withdrawal penalty. If you have access to both a 403(b) and a 457(b), you may be able to contribute to each separately.

A Traditional IRA is an individual retirement account you open on your own. Contributions may be tax-deductible depending on your income and whether you have a workplace plan. The money grows tax-deferred, and you pay taxes when you withdraw it in retirement. Annual contribution limits apply.

A Roth IRA is also an individual retirement account, but contributions are made with after-tax dollars. The benefit is that qualified withdrawals in retirement are completely tax-free. Roth IRAs have income limits—above certain salary thresholds, you may not be eligible to contribute directly.

A Roth conversion is when you move money from a pre-tax account, like a Traditional IRA or 403(b), into a Roth IRA. You pay taxes on the amount converted in the year you do it, but future growth and withdrawals can be tax-free. There are no income limits on Roth conversions, but tax planning is important.

One key reminder: Contribution limits, income thresholds, and plan rules change over time and vary by district and state. Educators should always review their specific plan details and consider talking with a qualified financial professional before making decisions.

For tools that help educators compare plans, vendors, and fees, we recommend educator-focused resources like 403bCompare, 403bwise, and Investor.gov.

Our guest for the episode: Mr. Eric Lorenz. You can reach Mr. Lorenz at www.newpennwealth.com

Link for the example discussed on the episode:

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Dr. Vincent Gravina is the Director of Curriculum and Instruction, K-12 for the Woodbury City Public Schools in Gloucester County New Jersey. Dr. Gravina is in his 23 year as an educator and works with teachers and administrators who serve students in grade k-12.

In this episode, Dr. Gravina walks us through the steps his district took to prohibit the use of cell phones during the school-day. From the initial conversations with stakeholders to changing the Board of Education Policy, Dr. Gravina carefully examines the challenges faced and rewards obtained through the new initiative.

The book Dr. Gravina noted: “The Anxious Generation” Jonathan Haidt

Dr. Gravina can be reached by email at Vgravina@woodburysch.com

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Great Conversation on how Artificial Intelligence is changing the landscape of education. Vince Doud is a teacher, educational coach and owner of "DoudWorks". Vince has provided PD to many school districts and is at the top of the field when it comes to mindful AI integration in schools.

Vince can reached at:

https://doudworks.com

doudworks@gmail.com

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