February 2025 - We’ve all heard it: “Students need to be college- and career-ready.”But what if our goal was bigger than that? What if the true aim of education was to help young people become life-ready ? What if the measure of a student’s success wasn’t just their ability to pass a test, but their ability to live a full, authentic life; to feel grounded in who they are, proud of where they come from, and hopeful about where they’re headed? This isn’t a hypothetical. It’s the lens I bring to leadership. The Power of Culture, Language, and Cognition In my work across schools, nonprofits, and human service organizations, I’ve seen what happens when we center our systems around what students lack instead of what they bring. We unintentionally teach them that their value is something to be earned, rather than something they already carry. And yet, every student, EVERY SINGLE ONE, has an innate desire to grow, learn, and become their fullest self. As Dr. Yvette Jackson reminds us in The Pedagogy of Confidence , the brain doesn’t change based on culture. What does change is the exposure to language, experience, and ways of thinking. When students' cultural identities and lived experiences are reflected in their learning environments, their confidence grows. And when confidence grows, cognition follows. Dr. Jabari Mahiri adds that culture shapes how students make meaning in the classroom, and that learning accelerates when teaching connects to students’ cultural frames of reference. When we see culture not as a barrier but as a bridge, we create the conditions for deeper engagement, relevance, and higher-level thinking. This is not about softening expectations. It's about rooting rigor in relevance. We Don’t Need More Control. We Need More Direction. Too often, our systems are designed around control: scripts, compliance checklists, pacing guides, behavior charts. But real growth doesn’t come from fear or standardization. It comes from belief. It comes from direction that says, "You are capable. You are worthy. You belong here." Students thrive when they’re invited into communities that nourish curiosity, make space for voice and choice, and encourage risk-taking. These environments don't just happen. They’re built intentionally by leaders who understand that joy and accountability can coexist, that learning should challenge and inspire, and that culture is not separate from academics—it’s the soil in which everything grows. Education Should Be a Bridge, Not a Border To help students live meaningful, empowered lives, we must build schools that connect their past, present, and future. We do this by: Valuing the past : honoring each student’s culture, language, and story as strengths, not deficits Appreciating the present : creating classrooms where students feel seen, supported, and stretched Igniting the future : nurturing the imagination and skills to pursue a joyful, purpose-filled life This vision isn’t abstract. It’s operational. Because when we believe in student potential and align our systems accordingly, we don’t just close achievement gaps. We unlock human possibility. The Role of the Leader: Liberate, Don't Constrict To every educator, leader, policymaker, and community member: Let’s stop designing systems that try to control students, and start creating spaces that liberate them to grow, lead, and become. And the same goes for staff. One thing I’ve learned from EOS and entrepreneurial leadership is that control doesn’t just limit students. It stifles the adults who serve them. Creativity, enthusiasm, and passion cannot thrive in environments built on micromanagement. As a leader, I see my job as reigniting and fueling that passion for teaching. I hold the structure needed for compliance, but within that, I work to create the freedom and trust that allow staff to soar. Because when educators feel empowered and inspired, they show up differently for themselves, for each other, and most importantly, for students. Confidence Is Contagious Ultimately, this work isn’t just about achievement. It’s about becoming. It’s about helping people—young and old—step into who they truly are. To live with dignity. To feel joy. To discover their voice and use it with purpose. We don’t need more reform. We need more belief. When we start with confidence and lead with care, we create the kind of schools and communities where everyone can thrive. Reflection How does your current school or organization honor the cultural identities and lived experiences of the people it serves? Where is there room to grow? In what ways might control be unintentionally limiting creativity, joy, or purpos,for students or staff, and how could you shift toward liberation without sacrificing structure? When was the last time you felt truly inspired in your work? What conditions made that possible, and how can you help create those conditions for others? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

March 2025 - Over the years, I’ve come to believe that the most important work we do, whether in a classroom, a care setting, or a management/leadership role, is creating spaces where people feel safe enough to be themselves and supported enough to grow. That doesn’t come from managing behavior or enforcing rules. It comes from cultivating relationships, practicing consistency, and listening closely to what people are really trying to communicate. I’ve always been drawn to the combination of Restorative Practices and Responsive Teaching (often known as Responsive Classroom) . Together, they help create an environment where everyone feels a sense of belonging. And from that foundation, real learning and growth can take place. Belonging Isn’t an Outcome. It’s an Ongoing Practice. It’s easy to say we want people to feel like they belong. But belonging isn’t just a feeling. It’s something we build day by day in the way we greet one another, respond to behavior, and include every voice in the conversation. That’s where Responsive Teaching really shines. It offers tools like morning meetings, positive teacher language, and logical consequences to help set a predictable, encouraging tone. These aren’t just techniques. They’re relationship-builders. They tell each person, “You matter here.” When we slow down enough to be intentional with our words and routines, we create room for connection. And from that place, learning becomes possible, not just academic learning, but emotional and social learning too. Restorative Practices: Holding Space When Things Go Wrong Even in the best environments, there are going to be moments of conflict. That’s just part of being human. But what we do in those moments makes all the difference. Restorative Practices give us a way to navigate tough moments with compassion. They help us shift the focus from “Who’s in trouble?” to “Who was impacted, and how can we make things right?” Sometimes that looks like a simple affective statement, “I felt hurt when that happened.” Other times, it might be a restorative conversation or a community circle where people can share, listen, and repair. What I love most about this approach is that it doesn’t shame or exclude. It invites people back in. It says, “We believe in your capacity to grow. Let’s work through this together.” Understanding Behavior as Communication One thing I’ve learned is that behavior is rarely about the behavior itself. It’s a signal. A message. A clue about something deeper. Someone might be telling us they’re overwhelmed, confused, scared, or disconnected. They might not have the words, but they have ways of showing us. When we approach those moments with curiosity instead of control, we’re much more likely to find the real need underneath. And when we address that need, we build trust. We help people feel seen. That’s where Responsive and Restorative work go hand in hand. One helps prevent harm. The other helps repair it. Both help people feel like they belong. Teaching Thinking, Not Just Compliance Drawing on Reuven Feuerstein’s Mediated Learning Theory and Yvette Jackson’s Pedagogy of Confidence, I believe every person, regardless of apparent behaviors, has the ability to grow and think more deeply. Our role then as a teacher or leader, is to help guide that growth. To ask questions like: What were you feeling in that moment? What helped you shift that feeling to something more calming? What might you do differently next time? These are the kinds of reflective conversations that don’t just solve a problem. They build internal tools. They help someone develop self-awareness, problem-solving skills, and a sense of agency. Whether I’m working with students, adults with disabilities, or members of my own team, I’ve seen how powerful it is to shift from fixing behavior to teaching thinking . Creating Systems That Reflect What We Believe It’s one thing to believe in belonging. It’s another to design systems that support it. That’s why I’ve worked to build daily practices into routines, not as extras, but as essentials. Practices like: Starting each day with check-ins or community-building circles Responding to conflict with restorative conversations Modeling calm and reflection, even when emotions run high Giving staff the support they need to lead with compassion and clarity These aren’t magic fixes. But they’re intentional steps that send a clear message, “We’re in this together.” And when that becomes the culture, everything changes. Leading With Care At the end of the day, this work is about people. It’s about how we show up for one another. It’s about how we choose to respond in the messy, human moments and how we model what it means to stay connected, even when things get hard. I’ve seen teams and communities transform when we stop focusing only on what went wrong and start asking, “What can we learn from this?” It’s not always fast. And it’s not always easy. But it’s worth it. Because when we lead from a place of trust, empathy, and consistency, we don’t just create better outcomes. We create communities where people are proud to belong. Reflection How does my daily routine help people feel safe, connected, and seen? When behavior becomes challenging, do I respond with curiosity or correction? What opportunities do I create for people to reflect, repair, and grow? What does it feel like to belong in the environment I help lead? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

February 2025 - I’ve worked with students who throw chairs and with adults who shut down completely. I’ve led teams in moments when the instinct was to “fix the behavior” as quickly as possible, often by applying consequences or rigid protocols. But the longer I’ve done this work, the clearer it’s become: Behavior is never the problem. It’s a message. And if we’re not listening, we’re not leading. Whether it’s a 12-year-old masking their anxiety with sarcasm or a young adult pacing the hallway to regulate their sensory input, what looks like “non-compliance” is almost always something deeper and more human. We can’t afford to treat behavior as a standalone issue. We need to ask better questions. We need to get curious, not reactive. We need to move beyond behavior and into root cause thinking . Strength-Based Doesn't Mean Soft There’s a misconception that strength-based approaches are less rigorous. That if we don’t immediately correct behavior, we’re being permissive or lowering the bar. That couldn’t be further from the truth. In my experience, holding high expectations and leading with compassion go hand in hand. When we focus on root causes , we don’t excuse behavior. We create the conditions for it to shift. Instead of asking, “How do we stop this?” we ask, “What unmet need is this communicating?”Instead of, “What consequence fits this?” we ask, “What support is missing in this moment?” This is not a soft approach. It’s a strategic one. Because when people feel understood, they become more available for growth. The Emotional Layer Behind Behavior Too often, neurodiverse individuals are met with systems that treat emotional responses as problems to eliminate, rather than signals to understand. But behavior isn’t random. It comes from somewhere. Sometimes it comes from trauma.Sometimes from overstimulation.Sometimes from not having the words to say, “I don’t feel safe.” When we ignore the emotional layer, we miss the real opportunity. Not just to change behavior, but to build trust . Emotional safety isn’t optional. It’s foundational. People cannot access learning or growth without first feeling safe in their environment and within themselves. Trust creates access to everything else: learning, independence, resilience, and regulation. You can’t separate those things. They are interdependent. A Mediated Response, Not a Managed One Root cause thinking is not about avoiding accountability. It’s about framing behavior through a mediated learning lens , an approach where we help individuals make meaning of their actions, not just comply with expectations. Drawing from Reuven Feuerstein’s Mediated Learning Theory , I’ve found that progress comes not from what we do to a person, but what we help them do within themselves. That means we don’t jump in to stop a meltdown without also helping someone reflect afterward: What did your body feel like when that started? What helped you recover? What might you try next time? One of the most powerful shifts we can make is to move with someone from their reactive brain back into their thinking brain. It’s not about controlling the moment. It’s about helping them regain control with dignity. This isn’t just behavior support. It’s cognitive development grounded in respect. Designing Environments That Reduce Escalation In a strength-based, neurodiverse environment, we don’t wait for things to go wrong before responding. We build systems that are proactive, predictable, and rooted in belonging . That looks like: Clear, co-created expectations that build ownership Flexible sensory spaces that allow for safe regulation Adults who model emotional vocabulary, not just rules Transitions and routines that reduce cognitive load Behavior support plans that reflect the person’s strengths, not just triggers When we create environments like this, we reduce the likelihood of escalations. Not because people are scared to act out, but because they feel safe enough not to . Seeing Students as Thinkers, Not Problems One of the most powerful takeaways from Dr. Yvette Jackson’s Pedagogy of Confidence is that we must believe in the intellectual potential of every learner, especially those who are most often labeled as “challenging.” When we only see behavior, we miss brilliance.When we only correct, we don’t connect.And when we lower the ceiling, students internalize the message that there’s no point in trying. But when we see students as thinkers and learners first, even in their hardest moments, we create the space for transformation. Behavior is one small data point. It’s not the story. The story is always deeper, more complex, and often more hopeful than we assume. Leading Teams to Shift Their Lens As a leader, I’ve had the honor of walking alongside teams through this mindset shift. It’s not always easy. There’s a strong pull to “do what we’ve always done” when things get messy. But I’ve watched direct support professionals, paraprofessionals, and teachers learn to pause before reacting. I’ve seen the power of a debrief that focuses not on blame, but on insight . We ask: What patterns are we noticing? What does this student or adult already do well under stress? Where are we showing up as triggers? And maybe most importantly: Are we responding in a way that builds trust or erodes it? Sometimes, the most effective intervention isn’t a strategy. It’s a relationship. When we show up consistently, stay calm through dysregulation, and model dignity in the face of challenge, we teach more than any behavior plan ever could. Root Cause Thinking Is a Culture, Not a Checklist At its core, this work is not about behavior. It’s about belief . Do we believe that every person is capable of growth? Do we believe that every outburst is a call for understanding? Do we believe that connection changes outcomes? If we do, then our systems must reflect those beliefs. We must create environments that support people in their growth, not manage them into compliance, but walk with them toward confidence. In our organization, Mandt has helped us name and systematize much of this work. It reminds us that safety is not just the absence of crisis but the presence of trust. Root cause thinking, mediated learning, and trauma-informed care all come alive when our teams are equipped and empowered to act with compassion and clarity. We don’t need more punishment. We need more purpose. And when we lead from that place, we unlock something that no compliance system ever could: real, sustained transformation. Reflection Questions What behaviors challenge me the most, and what might they be communicating beneath the surface? How do our current systems respond to behavior, through control or connection? Are we treating people as thinkers, or as problems to fix? What would change if our behavior support plans started from a place of belief? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

November 2024 - True leadership is not about authority or status it’s about empowering others to see their own potential and rise to meet it. Throughout my career, I’ve had the privilege of leading teams across diverse industries, from disability services to education, nonprofit organizations, and entrepreneurial ventures. In each role, I’ve come to realize that the most transformative outcomes happen when we shift our perspective from seeing people’s limitations to recognizing their unique strengths and untapped potential. When we create inclusive spaces, we allow people to thrive, not despite their differences, but because of them. True empowerment means fostering an environment where every individual feels valued, respected, and encouraged to contribute their best. This approach isn’t just a moral obligation; it’s a strategic advantage. When we embrace diverse perspectives, we unlock a wellspring of creativity, innovation, and solutions that we might otherwise never uncover. Inclusion isn’t about checking a box; it’s about opening doors to a future enriched by every voice at the table. As a leader, I’ve learned that humility and collaboration are critical in creating these spaces. Leadership is not about having all the answers, it’s about asking the right questions and creating an environment where others feel safe and inspired to contribute their ideas. Whether working with individuals with disabilities or leading organizations through transformative growth, I’ve seen how empowering people to lean into their strengths creates a ripple effect. It improves not only the workplace but also the communities we serve. So, I leave you with this: How are you empowering the people around you? Are you fostering an environment where others can bring their authentic selves and unique strengths to the table? Are you willing to embrace the discomfort of seeing the world through a different lens to discover new possibilities? True leadership starts with these questions and the answers can shape the future of our workplaces, communities, and beyond. Let’s lead with intention, together. All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

January 2025 - As we navigate our personal and professional journeys, reflection is one of the most powerful tools we can use to grow. It allows us to pause, take stock of where we’ve been, and gain clarity on where we want to go. Reflection isn’t just about looking back, it’s about identifying the lessons, celebrating the wins, and aligning our actions with our values. When we take time to reflect, we set the stage for transformation and lay the foundation for a future filled with purpose and growth. ✨ Reflecting on 2024 ✨This year has been one of both professional and personal growth, transformation, and clarity of purpose as I continue to embrace new challenges and pathways that make a difference in our world. 🌟 My vibe in 3 words: Bold. Inspiring. Grounded. 💚 My personal values: Integrity Collaboration Innovation Empowerment 💥 My superpower: Visionary Leadership – connecting strategy, culture, and people to create lasting impact. 💻 Social media highlights: I am a transformative leader driven to help people and organizations reach their full potential while achieving scalable, lasting impact. ✨ Thinking back on this year’s achievements, I am excited to welcome in new people and opportunities that inspire growth, collaboration, and purpose. ✨ As we close out this chapter and step into a new year, I encourage you to take time for reflection. What lessons have you learned this year? What values have guided your decisions, and how can you align them even more deeply with your goals? Most importantly, how will you carry the energy of growth and empowerment into the year ahead? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

October 2024 - Throughout my leadership journey, one common thread has consistently driven success: data. My foundation in Professional Learning Communities (PLCs) within schools provided a powerful framework for collaboration, accountability, and continuous improvement. When I transitioned into nonprofit and business leadership, I found that the Entrepreneurial Operating System (EOS) offered a similar data-driven approach, strengthening my ability to lead with clarity and impact. The Power of Data in Education In my early career, I implemented PLCs at a high level, focusing on using student achievement data to drive instructional decisions. Through structured collaboration, teachers were empowered to analyze trends, identify areas for improvement, and implement targeted interventions that resulted in dramatically increased student performance. PLCs provided a systematic approach to: Shared Goals: Establishing a collective mission focused on student success. Collaboration: Leveraging the expertise of educators to develop best practices. Results-Driven Culture: Using measurable outcomes to refine teaching strategies continuously. This experience taught me that data is not just numbers; it is the heartbeat of progress. It provides the insights needed to make informed decisions, fosters accountability, and creates a culture of continuous improvement. Bridging the Gap to Business with EOS When I transitioned into the business world, I quickly realized that the core principles of PLCs translated seamlessly into the Entrepreneurial Operating System (EOS). Much like PLCs in education, EOS thrives on: Vision and Alignment: Establishing clear business goals that align with the organization's core values and mission. Data Component: Utilizing scorecards and key performance indicators (KPIs) to measure success objectively. Accountability: Ensuring that every team member understands their role and how it contributes to the larger goals. One of the key tools within EOS that resonated with me was the data component, which helps businesses "clear the fog" and focus on what truly matters. Just as student achievement data helped guide instructional strategies, business metrics now guide strategic decisions, ensuring that our company remains on track and agile in responding to challenges. Strengthening Leadership Through Data-Driven Insights My background in PLCs has made me a stronger business leader because I approach challenges with the same analytical rigor and collaborative mindset. Whether it's improving employee retention, optimizing operations, or enhancing customer satisfaction, I apply a data-driven approach that: Identifies Patterns: Recognizing trends early to proactively address issues. Fosters Transparency: Encouraging open conversations about performance and improvement. Drives Continuous Growth: Using data not as a punitive measure, but as a catalyst for learning and innovation. In my current organization, we have successfully used EOS to track critical business metrics, much like how we monitored student progress in schools. This has enabled us to make informed decisions that align with our mission and vision, ensuring sustainable growth and impact. Final Thoughts Reflecting on my leadership journey, it is clear that my foundation in data-driven education paved the way for my success in business. The transition from classrooms to boardrooms has reinforced my belief that the principles of collaboration, accountability, and continuous improvement are universal. Whether guiding students or leading an organization, data remains the guiding star that illuminates the path to excellence. For leaders looking to strengthen their impact, I encourage embracing data not as a burden, but as a powerful tool for transformation. The more we lean into it, the clearer our vision becomes, and the greater our potential to create lasting change. Reflection How can the principles of data-driven decision-making from PLCs be applied in your current professional environment? What key metrics or data points do you currently track, and how effectively do they guide your decision-making process? In what ways can fostering a culture of accountability and collaboration enhance your organization's success? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

February 2025 - One of the most profound shifts in my career came when I stopped asking, “How do I get them to do it?” and started asking, “How do I help them think it through?” That shift - from managing behavior to developing minds - is what Reuven Feuerstein’s theory of mediated learning is all about. And I believe it’s one of the most powerful frameworks any educator, administrator, or support staff can carry with them, especially when working with neurodiverse students. We Don’t Teach Skills. We Teach Thinkers. Too often, our educational systems unintentionally reduce students—particularly those with disabilities or behavior challenges to a list of goals and deficits. We write plans to “redirect,” “reduce,” and “retrain,” hoping that the right reinforcement strategy or scripted response will get them to comply. But compliance isn’t learning. It’s surviving. Feuerstein’s work invites us to go deeper. He believed that intelligence is not fixed , and that cognition itself can be strengthened when we intentionally mediate learning. That means educators aren’t just delivering content they are shaping how students approach, internalize, and apply information. We’re not just teaching what to think. We’re teaching how to think. What Is Mediated Learning? Mediated Learning Experiences (MLE) are intentional interactions where an adult (or peer) helps a learner make meaning of the world. It’s not about giving answers. It’s about guiding the thinking process: Why did this work? What made it hard? How else could we try it? What does this connect to? Rather than assuming a student is "incapable" of a task, we ask, what supports would help this learner build the cognitive tools to approach it successfully next time? This is the heart of growth mindset , but operationalized with rigor and structure. From “Fixing” to Framing Growth I’ve used this approach with students navigating trauma, autism, and learning disabilities—and with adults in disability services who’ve had entire lives defined by their most challenging moments. The results? A shift in posture. A shift in language. And most importantly, a shift in belief. Instead of focusing on behavioral compliance, we build cognitive capacity , the ability to reflect, regulate, and respond thoughtfully to new situations. We frame challenges as moments for skill-building, not punishment or failure. That subtle shift changes everything, including outcomes. Why It Matters for Neurodiverse Learners Neurodiverse students often process and respond to information in ways that fall outside traditional educational expectations. When our systems rely on rigid behavior charts or one-size-fits-all curriculum pacing, we risk missing the extraordinary potential sitting right in front of us. Mediated learning honors the individual. It creates space to build executive functioning, flexible thinking, and self-efficacy , skills that support independence far beyond school. And when we expect growth instead of assuming limitation, we give students something much greater than a completed task. We give them belief in their own ability to grow. This Work Needs Support, Not Just Passion Many educators already want to teach this way. They believe in developing students as thinkers, not just rule-followers. But too often, they’re expected to do it alone—without enough planning time, coaching, or flexibility to slow down and be intentional. If we truly value mediated learning, we must support the educators doing it. That means giving teachers protected time for reflection and collaboration. It means training staff in how to guide thinking, not just manage behavior. It means valuing depth over speed , and designing systems that reward growth, not just completion. As a leader, I’ve seen how transformational it is when educators feel safe enough to try a new approach, respected enough to be trusted, and supported enough to sustain this kind of work. It’s not just about implementing a strategy. It’s about building a culture that believes in students and believes in teachers, too. Start Small. Think Big. You don’t have to be an expert in Feuerstein’s theory to make this shift. Start with a few intentional changes: Replace “good job” with, “What made that work for you?” When a student makes a mistake, ask, “What could you try differently next time?” Notice thinking patterns, not just behaviors. Share the why behind your instruction—not just the what. Every time you mediate a learning moment, you tell the student: I believe you can think through this. And for many of our students, that belief is the difference between surviving school and thriving in life. Reflection Questions: How often do I focus on compliance instead of cognition in my work with students? What assumptions might I be making about a student’s potential? How could I incorporate more “thinking aloud” or guided reflection into my daily practice? What systems in my school or organization reinforce compliance over growth, and how can I start shifting that? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

May 2025 - For as long as I can remember, I’ve been drawn to those the world often overlooks. From classrooms filled with students labeled as "difficult" to residential homes supporting adults with high behavioral needs, I’ve been fortunate to work alongside people who challenge convention, not because they’re trying to, but because the systems we’ve built weren’t made with them in mind. And yet, within each person, I’ve witnessed something remarkable: possibility. Not the kind of possibility that comes from meeting someone else’s expectations or fitting neatly into a checklist. I’m talking about the kind of possibility that reveals itself when we choose to see people for who they are, not who the system assumes they should be. Working with neurodiverse students and adults has transformed the way I lead. It’s taught me to look past labels, past diagnoses, and past standardized metrics. Instead, I’ve learned to see the spark , the joy in someone’s eyes when they’re understood, the pride when they’re given a role that makes sense to them, the creativity that bursts forth when they feel safe enough to be themselves. But that shift in perspective doesn’t come without tension. As a leader, I’ve had to navigate systems that, quite frankly, reward deficits. Financial structures in education, disability services, and human support often measure need, not growth. The more "challenges" we can document, the more funding is available. While I understand the intention behind this model, it often boxes people into a narrative of limitation. And yet I believe deeply that our job isn’t to reinforce those boxes. It’s to dismantle them. That belief has guided my work in schools and in disability services. I’ve led teams through redesigns that prioritize transition readiness and person-centered care. I’ve built leadership pipelines that emphasize emotional intelligence and equity. I’ve helped organizations scale not by managing problems, but by cultivating potential. At the heart of this work is the idea that learning and growth must be personalized. Real progress doesn't come from cookie-cutter interventions. It comes from understanding how each individual thinks, learns, and experiences the world. My leadership is grounded in the work of Reuven Feuerstein, who taught us that intelligence is not fixed. Through mediated learning experiences , we can increase a person’s capacity to think critically, solve problems, and adapt. The key is intentional intervention, personalized support that strengthens thinking skills, not just compliance. We don’t lower expectations. We raise support. Whether I’m working with a student developing independent life skills or an adult relearning how to self-regulate after trauma, I’ve seen that when we tailor our approach to the individual and mediate their learning with purpose and care, transformation follows. In my view, results are expected . Not in spite of their neurodiversity or history, but because we create an environment that honors who they are and what they’re capable of becoming. It’s not always easy. Systems don’t change overnight. But what I’ve learned is that culture can. When we shift our internal culture, when we start to speak in the language of strength, when we build trust, when we celebrate each person’s individuality, something powerful happens. We stop trying to “fix” people and start building environments where they can thrive. To me, that’s what meaningful leadership is all about. It's not just about growth metrics or polished strategic plans (though those matter too). It’s about the quieter moments, like the time someone with selective mutism raises their hand for the first time or a client who’s been written off as too “behavioral” finds a job they love. Those are the milestones that remind me why I do this work. In every setting I’ve led, from public schools to group homes, I’ve seen what’s possible when we meet people with curiosity instead of control. When we assume capability instead of incapacity. When we build systems around who people are , not who we expect them to be. That shift has shaped me as a leader. But more importantly, it’s shaped me as a human being. And I wouldn’t trade that for anything. Leadership Reflection: When have I seen unexpected potential in someone, and how did I respond? How do the systems I work within support or limit people’s growth? Am I personalizing support based on who someone truly is, or who I expect them to be? What’s one step I can take to shift from a deficit-based lens to a strength-based one in my own work? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

April 2025 - One of the most misunderstood ideas in education and human services is that independence means doing it alone . Across my career, whether working in schools, leading transition programs, or supporting adults in community-based living, I’ve encountered this misconception repeatedly. There’s a belief that the mark of true growth is the ability to "let go" completely. But what if that belief is actually holding us back from building true, sustainable independence? Real independence is not about detachment. It’s about developing agency that is supported by connection . It’s about knowing how to think through a challenge, how to access help when needed, and how to confidently make decisions rooted in one’s own values and understanding. That belief guides how I lead, how I train staff, and how I approach every student or adult I work with. From Compliance to Cognitive Growth Too often, support systems, especially for neurodiverse or school-dependent individuals, default to one of two extremes: either over-scaffolding and limiting independence, or pulling away too fast in an effort to foster it. In both cases, we risk centering compliance rather than cognitive development . That’s where mediated learning comes in. Reuven Feuerstein’s theory radically shifted my understanding of how learning happens. His foundational belief, that intelligence is not fixed and that all people can grow cognitively when provided meaningful mediation, reshapes the question from “Can this person do it independently?” to “How can I help them think through this, so they become independent over time?” Mediated learning is not just a strategy. It’s a mindset. It requires patience, relationship, and reflection. But most of all, it requires belief in the learner’s potential. School-Dependent Doesn’t Mean Less Capable Dr. Yvette Jackson, in The Pedagogy of Confidence , argues that one of the most dangerous myths in education is the belief that students from under-resourced environments are somehow less capable. What they actually are is school-dependent which means their ability to grow relies heavily on what schools (or support organizations) provide. This concept doesn’t just apply to urban K–12 environments. I’ve seen it in disability services, too. Adults who have been institutionalized or written off because of “behavioral challenges” are often entirely dependent on their support staff for access to meaningful growth experiences. That dependency should not be viewed as a weakness. It should be a call to action. When we frame school- or service-dependence through a deficit lens, we instinctively pull back opportunities such as limiting curriculum, simplifying tasks, or lowering expectations. But when we see it as a signal that someone’s growth depends on us providing the right cognitive nourishment, we begin to shift the entire system. We begin to nurture confidence instead of compliance . Redefining Independence True independence is not about doing it alone. It’s about being able to navigate complex situations with confidence, supported by internal and external resources. It is deeply intertwined with connection ; to mentors, to systems of support, and to a sense of identity and belonging. This is especially true for adolescents and adults in transition. Whether a student is preparing to graduate high school or an adult is learning to self-advocate after years in a restrictive environment, their progress doesn’t come from removing supports too quickly. It comes from redefining support as a tool for growth rather than a sign of dependency. One of my mentors would often say, “We don’t remove scaffolding to prove someone is independent. We remove scaffolding because they’ve internalized the structure .” The Power of Mediated Relationships The bridge between support and independence is the mediated relationship . This is not hand-holding. It’s not learned helplessness. It’s a relational, reflective, and empowering process rooted in belief. In my work, this looks like: Asking a young adult not just what they want to do, but why; and helping them explore their reasoning Encouraging a team to pause during a behavioral crisis and look for the unmet need or pattern behind the action Guiding support staff to reflect out loud with clients about decisions they’ve made and what they’re learning about themselves in the process These are not "soft skills." They’re core developmental moments that build executive functioning, self-awareness, and long-term independence. They are also practices that directly counter the legacy of deficit-based systems that have labeled people for what they can’t do, rather than investing in what they can become. Creating a Culture Where Confidence Can Thrive According to Jackson, when educators operate from a Pedagogy of Confidence, they approach every learner with the assumption of high intellectual potential . And they back that belief with high-challenge, high-support systems . As leaders, we have a responsibility to build cultures where that belief is not just present, but operationalized . That means: Structuring teams around strengths-based practices , not compliance checklists Coaching staff to reflect with the people they support, not speak over them Providing space for curiosity, autonomy, and meaningful contribution Holding expectations that are high, but not dehumanizing It also means having the courage to disrupt models that define success as independence alone. Because confidence, not compliance, is the foundation of long-term achievement. This Work Is Not Meant to Be Done Alone Educators and support staff often feel the pressure to “make it happen” without enough time, resources, or encouragement. Many believe in this kind of work—personalized, cognitively rich, and connection-based—but feel isolated trying to do it in systems that still prioritize minimum proficiency over potential. I’ve felt that weight too. That’s why I believe so strongly in building mediative learning communities , where growth is not just something we expect from students or clients, but something we invest in as professionals. When we feel connected to our purpose, supported by leadership, and reminded of what we’re capable of, we are more likely to extend that same confidence to the people we serve. Leadership isn’t just about setting a direction. It’s about creating the conditions where everyone, staff, students, and clients, feels empowered to learn, reflect, and grow. Independence With Belonging In every setting I’ve led, one truth remains constant: people grow best when they know they belong . Belonging doesn’t end when someone learns a new skill or ages out of a service. In fact, that’s when it matters most. Our job is not to remove connection in the name of progress. Our job is to evolve that connection into something sustainable, something that affirms a person’s capacity and supports their journey forward. We don’t just build systems. We build people. And that work requires both courage and care . Reflection Where in my work do I unintentionally frame independence as detachment? What shifts could I make to turn support into a pathway for reflection and confidence? How does my system reward compliance, and how might I center growth instead? What would it look like to create a culture where both staff and students feel safe to explore their potential? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

March 2025 - There’s a question that keeps pulling at me; one that’s not just theoretical, but deeply practical:  What if schools, especially charter schools, ran more like entrepreneurial companies?  I don’t mean adding more spreadsheets or corporate jargon. I mean what if we brought the best of entrepreneurial thinking such as clarity, adaptability, trust, creativity, and aligned autonomy, into the way we structure and lead schools? Having worked in both education and human services, I’ve seen what happens when committed people are doing important work without the structure to support them. I’ve also experienced how powerful it can be when an organization operates with clarity, hires people who align with its values and vision, and helps every team member understand and own their role in advancing that mission. That’s why, when the Entrepreneurial Operating System (EOS) was introduced to our leadership team at Rudolph Community and Care, I took the lead in bringing it to life. EOS is about efficiency, consistency, and discipline in how we manage the business side of things (and like it or not, schools are businesses). One of the biggest challenges I’ve seen in education is the tendency to overcomplicate. We end up micromanaging every detail or layering initiative upon initiative with no real system for authentic accountability. EOS brings simplicity and just enough structure to provide clarity while giving educators room to be creative, thoughtful, and professional in how they approach their work with students. It’s built on a simple but powerful concept: when you get the right people in the right seats, those who align with your values and GWC (Get it, Want it, Capacity to do it), you can stop managing every step and start trusting the process. Compliance Should Be Designed, Not Assumed Compliance is a reality in both education and human services. Whether it's IEP regulations or licensure audits, the stakes are high. But here's the problem: most schools don’t design for compliance; they hope for it. It's left to the school leader to chase signatures, ensure timelines, and track fidelity, or worse, it's silently expected that  everyone  will just keep track of everything. That’s a recipe for burnout and missed details. What if, instead, we reimagined the Executive Director or Superintendent role through the lens of EOS and explicitly treated it as the Integrator function in the school system? In many charter schools, the board often acts as the Visionary, setting bold goals and defining the mission. But the day-to-day leadership requires someone who can align the moving parts, hold accountability, and keep the team focused on execution. That's the role of the Integrator in EOS and it’s often assumed, but rarely defined as such, in education. In this model, the Integrator drives accountability, manages cross-functional priorities, and ensures that the big picture translates into coordinated daily action. Rather than assigning compliance, operations, and problem-solving to scattered administrators, or worse, to no one at all, this leader owns the structure. At Rudolph Community and Care, when EOS was introduced, it allowed each department to function more autonomously while still working toward shared priorities and common company goals. In schools, this could look like the Executive Director explicitly stepping into the Integrator seat, or it could be supported by a Director of Operations or Compliance, someone tasked with overseeing communication flow, follow-through, and scorecard indicators across the site. It’s not about consolidating power. It’s about creating a system in which nothing gets lost, and everyone can focus on what they do best. EOS and PLC: Complementary Models That Deserve Each Other While EOS brings structure to the organization, I’ve also been deeply influenced by the work of Rick DuFour and the Professional Learning Community (PLC) model. In many ways, the PLC framework was one of my earliest introductions to the power of collaborative culture. The beauty of PLCs lies in their simplicity: a shared vision, a commitment to learning for all, and a relentless focus on results. In practice, both EOS and PLCs aim to create cultures of ownership, shared responsibility, and mission alignment. They both value data, communication, and empowerment. But they come at it from slightly different angles. PLCs are rooted in instructional practice.  They ask the questions: What do we want students to learn? How will we know if they’ve learned it? What will we do if they haven’t? EOS, on the other hand, asks: How do we ensure the people, systems, and processes are aligned to make that learning possible? At first glance, EOS might seem overly corporate for a school. But when I implemented it in human services and began adapting it to education, it was never about turning staff into numbers. It was about giving people the clarity they deserve. Educators, like all professionals, do their best work when they know where the organization is going and how they fit into that journey. When I led a school transformation that dramatically improved graduation rates and restored community trust, we didn’t have EOS in place, but can you imagine what could have happened if we did?! The teachers had dedicated PLC time to reflect on student work, and we worked hard to maintain systems for feedback loops, communication, and alignment. But much of it relied on personal effort and informal systems. EOS would have given us the tools to hardwire that alignment of clear goals and a shared vision across the organization. PLCs ensured our students remained the heart of the work, and with EOS, we could have built the kind of operational clarity that would have made that heartbeat even stronger. The Six Key Components of EOS in Schools EOS isn’t just a management tool, it’s a framework that, when applied to education, creates sustainable, empowered environments. Here’s how the six key components apply: 1. Vision Everyone in the school, from leadership to paraprofessionals, to parents and families knows where the school is going and how their work connects to that vision. It's not a mission statement in a drawer. It's alive, visible, and revisited often. For example, when we restructured our transition program, we brought every stakeholder into that conversation. That kind of shared vision turns resistance into ownership. 2. People Great outcomes depend on people being in roles where they thrive. EOS uses the "right person, right seat" principle, and in schools, that means hiring and retaining team members who not only meet qualifications but share your belief in possibility. I’ve built teams this way, and the difference is night and day. Retention goes up, and staff culture becomes contagious. 3. Data Weekly scorecards don’t just belong in the business world. In schools, we can track metrics like IEP goal progress, reading growth, behavioral referrals, or family engagement. The key is keeping it simple and actionable. At RCC, we tracked retention, hiring speed, and training completion. In a school, this could look like a 10-point weekly review that keeps the pulse of the building without overwhelming it. 4. Issues Entrepreneurial schools don’t avoid problems; they surface and solve them early. EOS teaches teams to identify root causes and prioritize what truly matters. In a school using restorative practices or Responsive Classroom, this fits perfectly. You’re already asking, "What’s beneath this behavior?" EOS helps ask, "What’s beneath this system breakdown?" 5. Process One of the most overlooked components in education. Schools often have strong practices but poor documentation of essential organization processes. EOS pushes you to clearly outline your "way of doing things," whether it’s onboarding new staff, documenting accommodations, or holding family meetings. This clarity is key to sustainability and alignment. 6. Traction This is where it all comes together. Quarterly "Rocks" (priority goals) and weekly Level 10 meetings ensure the vision isn’t just talked about — it’s acted on. When I brought this to my leadership team, meetings became something we looked forward to. They gave us space to align, track progress, and build trust. In schools, Rocks could be focused on behavior support systems, literacy intervention, or reducing referral response times. Putting It All Together DuFour taught us that schools should be communities of continuous learning. EOS reminds us that they also need to be organized to support that learning. The PLC model is the heart. EOS is the spine. When used together, you create a school that not only dreams big, but delivers. And isn’t that what our students and staff deserve? Let’s reimagine schools. All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

January 2025 - As an executive leader, I firmly believe that one of the most important responsibilities of leadership is to create an environment where people can see a future for themselves within the organization. When employees understand that their hard work, talent, and dedication will be recognized and rewarded, they become more engaged, committed, and invested in the company’s success. This week, I had the privilege of celebrating two well-deserved promotions within my department, each with a unique journey that underscores the importance of career development and recognition in shaping an organization’s culture. One of these individuals has been with our company for several years, steadily progressing through the ranks and proving their commitment to growth. Her story is a testament to the value of perseverance, ongoing learning, and the significance of providing clear career pathways that allow employees to see the next step and work towards it with confidence. The second employee's journey took a different path. He was in a role that did not fully leverage his strengths and potential; his previous position was more focused on execution, while his capabilities aligned more closely with strategy and leadership. Recognizing this, we promoted him into a position where he can influence business goals and shape the strategic vision by working with different stakeholders through the lens of Human Resources. This move not only benefits the employee but also strengthens our organization’s long-term objectives by putting the right people in the right seats. Why Career Pathways and Recognition Matter When employees can visualize their future within the company, it creates a powerful sense of purpose and belonging. Providing clear career paths and acknowledging individual contributions are critical in building an engaged workforce that believes in the mission and vision of the organization. Studies consistently show the impact of career development and recognition on employee motivation: According to Gallup, employees who feel adequately recognized are 4.6 times more likely to feel engaged at work , leading to higher productivity and lower turnover. A study by the Society for Human Resource Management (SHRM) found that 68% of employees say that being recognized for their contributions directly influences their motivation and commitment to their organization. LinkedIn’s Workplace Learning Report revealed that 94% of employees would stay longer at a company that invested in their career development. These statistics illustrate a simple truth: when leaders make career growth and recognition a priority, the entire organization thrives. Employees feel valued, trust in leadership increases, and alignment with company goals becomes stronger. Setting the Tone as a Leader As leaders, our role is to cultivate an environment where people feel seen, valued, and empowered to reach their full potential. This starts with intentional efforts to: Create Clear Career Pathways: Employees need to see a future in the organization. Provide opportunities for professional development, mentorship, and transparent discussions about growth opportunities. Recognize and Reward Contributions: Recognition should go beyond an annual review. Celebrating small and big wins regularly fosters a culture of appreciation and drives performance. Align Roles with Strengths: Regularly evaluate whether employees are in the right seats and have the right resources to succeed. This ensures that talent is fully utilized and fosters innovation. When leaders set the tone by prioritizing growth and recognition, it not only enhances the employee experience but also drives business success. Engaged employees are more innovative, collaborative, and committed to delivering excellence. Reflection Are you providing clear and actionable career growth opportunities for your employees? How effectively are you recognizing and celebrating the contributions of your team members? Do you have the right people in the right roles, fully utilizing their strengths and potential? Investing in people is one of the most impactful decisions a leader can make. Let’s continue to build organizations where employees feel valued, inspired, and empowered to contribute their best every day. All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .

December 2024 - In today’s world, business success is no longer just about profits it’s about the impact we make on the lives of others. True success happens when growth and innovation align with societal good. It’s about creating opportunities, fostering inclusivity, and making life better for those who face challenges. As a leader, I’ve built my career around championing people seeing their potential, addressing their needs, and ensuring that the organizations I lead focus on service, integrity, and creating meaningful change. Whether it’s through disability services, education, or community initiatives, my leadership is driven by a commitment to doing the right thing. Here’s what true organizational responsiblity looks like in action: Championing People: Every person deserves to feel valued and supported, regardless of the challenges they face. My work in disability services is just one example of how I strive to make a difference. By redesigning care models to focus on person-centered, strength-based approaches, we’ve empowered individuals to live with dignity and independence. Beyond disability services, I’ve led organizations that prioritize people—building systems that address inequities and create opportunities for everyone to thrive. Fostering Ethical Leadership: Integrity is the foundation of any successful organization. For me, fostering ethical leadership means prioritizing transparency, accountability, and doing what’s right, even when it’s hard. Whether it’s advocating for inclusive hiring practices or making decisions that benefit the greater good, I’ve always focused on leading with honesty and purpose. Investing in Service-Driven Organizations: I’m passionate about working with companies and nonprofits that put people first. These organizations have a unique ability to transform lives, whether by supporting underserved communities, empowering individuals with disabilities, or providing innovative solutions to everyday challenges. For example, leading a team to expand community programs that provide job opportunities has not only improved lives but strengthened the organizations I’ve been privileged to serve. Promoting Diversity, Equity, Inclusion and Belonging (DEIB): Innovation comes from diversity, and inclusion ensures that every voice is heard. I’ve worked to embed DEIB into the core of organizational cultures, prioritizing hiring practices, leadership development, and workplace environments that celebrate differences and promote belonging. This not only fosters stronger teams but also leads to better outcomes for the communities we serve. Leading with Purpose I’ve learned that when we align our work with a greater purpose, we create something much more valuable than financial success, we build trust, loyalty, and connection. By focusing on service-driven organizations, championing people, and fostering inclusivity, we create workplaces and communities that thrive together. Reflection: What does organizational responsibility mean to you? Are you aligning your leadership with a mission to serve others? How are you making life better for those facing challenges? What actions can you take today to create a positive ripple effect in your organization and beyond? All content on this blog belongs to the author, Bert Strassburg. If you'd like to share, modify, or distribute anything, please reach out for written permission. Feel free to contact me with any questions at:   bert.strassburg@gmail.com .