Category Archives: Sharing the Good with Dr. Denise Ball

October 8, 2026 · 6:52 PM

Belonging by Design: Every Student Has a Place, a Purpose, and a Part to Play

The Middle School Culture Blueprint: Reflections from the Field | Episode 6

What if one of the most powerful ways to help middle school students experience belonging is to give them a meaningful responsibility within their school community?

This question was at the heart of a wonderful conversation with the leadership and middle school team from Holy Redeemer Catholic School in Kensington, Maryland.

For Episode 6 of The Middle School Culture Blueprint: Reflections from the Field, I had the privilege of welcoming Principal Tommy Corrigan, Assistant Principal Jeanne Donatelli, and middle school teachers Ted Scott and Danielle Trotta to share how their school intentionally cultivates a culture where students are seen, known, and needed.

As Dr. LaTonya White and I continue developing The Middle School Culture Blueprint manuscript in collaboration with NCEA, we return often to a foundational principle, that a positive school culture does not happen by chance. It must be cultivated with intention.

Our conversation with the Holy Redeemer team offered a beautiful example of this principle in action.

From Belonging to Social Purpose

During our conversation, I shared the Thriving with Social Purpose model and research by Ford and Smith, highlighting the importance of helping students understand that they have a meaningful responsibility within their community. For middle school students, belonging is about more than being welcomed or included. It is also about understanding that their presence and contributions matter. I often think about the power of these three simple words and what it means for our students to be seen, known, and needed.

We want students to know that their teachers see them as individuals, recognize their gifts, and value the unique contributions they bring to the classroom. However, there is something especially powerful about helping students recognize that other people are counting on them. Ted and Danielle, both middle school teachers, brought this concept to life by describing the many “jobs” students have throughout the Holy Redeemer community.

These opportunities to contribute remind us that students are not simply recipients of an educational experience. They are active participants in building the community around them. What an important distinction! When we intentionally invite students to serve, lead, and assume responsibility, we help them recognize that they have a place and a purpose within the school.

Faith as the Foundation

Another meaningful thread throughout our conversation came from Tommy and Jeanne, who shared the importance of prayer in the daily life of Holy Redeemer. Prayer is not reserved for one moment of the school day. It is present throughout the day and serves as something the school community leans on. I found this particularly inspiring. In Catholic education, our shared faith provides the foundation upon which relationships, decisions, and community life are built. Prayer offers opportunities to pause, reconnect, express gratitude, and recognize that we are called to something greater than ourselves.

When prayer becomes part of the natural rhythm of a school, it reinforces a shared identity and purpose, and when students witness adults leaning on prayer, they experience an important lesson about the role of faith in everyday life.

Routines, Traditions, and Expectations Matter

One of my greatest takeaways from this conversation was the intentionality with which the Holy Redeemer team has created a framework of routines, traditions, and expectations. We sometimes think about school culture primarily in terms of relationships. While relationships are essential, they are strengthened by the structures that support them. Routines create predictability, traditions strengthen community identity, and clear expectations provide consistency. Together, these elements create the conditions in which students and adults can thrive. Dr. White and I speak to the four pillars of The Middle School Culture Blueprint being Belonging, Clarity, Coherence, and Formation.

Belonging helps students recognize that they are valued members of the community. Clarity establishes shared expectations. Coherence ensures that those expectations and practices are experienced consistently. Formation invites students to grow in character, responsibility, faith, and service to others. Each pillar strengthens the others.

The Holy Redeemer conversation reminded me that a thriving middle school culture is not built through one initiative or a particularly successful school event. It is cultivated through the daily decisions and shared commitments of an entire school team.

Celebrating Community Through Traditions

Speaking of traditions, I may have discovered another reason to visit Holy Redeemer! The team shared their Friday Night Lights flag football tradition, and I have already decided that I need to experience one of these games firsthand. What a wonderful opportunity for students and families to come together, celebrate their community, and strengthen the relationships that extend beyond the classroom. Traditions such as these create shared memories and help students connect their school experience to something larger than themselves. They become part of the story students carry with them long after they leave middle school.

A Reflection for Middle School Teams

As I reflect on this conversation, I am reminded that every student who walks through our school doors deserves to experience a community where their presence matters. Perhaps one of the simplest questions we can ask as educators is: Does every student have a meaningful opportunity to contribute to the life of our school?

Not every student will seek the spotlight. Not every student will participate in the same activities or demonstrate leadership in the same way, but every student has gifts to share.

Our responsibility is to create multiple pathways for those gifts to be recognized, nurtured, and celebrated.

Sharing the Good

A heartfelt thank you to Tommy, Jeanne, Ted, and Danielle for sharing their experiences and offering such meaningful reflections from the field. Your commitment to your students, families, and one another is evident in the intentional culture you continue to cultivate at Holy Redeemer Catholic School. It is a privilege to highlight the good happening within our Catholic schools and to learn alongside educators who so generously share their wisdom for the benefit of others.

As Dr. LaTonya White and I continue our work on The Middle School Culture Blueprint, conversations like this reaffirm why we believe the voices of practitioners must be part of the story. Research provides an important foundation, and the experiences of educators bring that research to life.

May we continue creating middle school communities where every student is seen, known, and needed because belonging is not simply about having a place in the school community. It is about knowing that we have a part to play in making that community stronger.

We can do so much more together.

Watch Episode 6 of The Middle School Culture Blueprint: Reflections from the Field on Sharing the Good with Dr. Denise Ball, available on YouTube and your favorite podcast platforms.

May we continue to seek knowledge in all things,

Denise

Denise M. Ball, Ed.D.

Retired Catholic Education Leader | Author | Researcher | Consultant
Assistant Professor | Marymount University

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October 1, 2026 · 9:52 AM

Protecting the JOY: Sustaining the Educators Who Serve Our Students

The Middle School Culture Blueprint: Reflections from the Field | Episode 5

There is so much good happening within our Catholic schools, and one of the greatest privileges of my work is having the opportunity to share it! On this Thankful Thursday, I am especially grateful for three wonderful educators from School of the Incarnation in the Archdiocese of Baltimore who joined me for Episode 5 of The Middle School Culture Blueprint: Reflections from the Field.

Dr. Nancy Baker, Principal; Christine Hinton, Assistant Principal; and George Milan, Middle School Teacher, generously shared their experiences and perspectives on a topic that is increasingly important to our profession: sustaining the JOY, formation, and purpose of the educators who serve our students and families. What an inspiring conversation!

Protecting JOY Is a Leadership Responsibility

One of the most meaningful takeaways from our conversation was Dr. Baker’s reminder that school leaders must intentionally support balance among their faculty and staff. Think about that for a moment. Our educators enter the school year with enthusiasm, carefully developed plans, professional goals, and a genuine commitment to their students. Yet, even the most prepared teams will encounter unexpected challenges, competing priorities, and the inevitable demands of school life. If we want educators to sustain their JOY throughout the school year, we must recognize their need for balance and renewal.

Supporting educator well-being cannot be reduced to an occasional celebration or another initiative. It requires leaders to pay attention to the daily experiences of the people entrusted to their care. Are we protecting their time? Are we recognizing their contributions? Are we providing opportunities for renewal? Are we creating an environment where they can continue to grow personally, professionally, and spiritually? These are important leadership questions.

Our educators give so much of themselves to their students and families. We must be equally intentional about creating the conditions that sustain them.

Trust Is the Foundation of a Strong Team

Christine Hinton brought another essential perspective to our conversation: the importance of establishing and maintaining trust. I appreciated her emphasis on this fundamental element of school culture. Trust is not established through a single conversation, meeting, or professional development experience, but it is developed through our everyday interactions, the consistency of our actions, and our willingness to support one another. School leaders have countless opportunities to strengthen trust through their daily presence, communication, and relationships, and the small moments matter!

Checking in with a teacher after a challenging day, listening before responding, providing clarity during uncertainty, and recognizing the professional expertise of our colleagues are all meaningful ways to strengthen the adult culture of our schools. Trust allows teams to collaborate, navigate challenges, and remain focused on their shared mission. It also reminds us that our teachers need to experience the same sense of belonging that we work so intentionally to create for our students.

Never Underestimate the Power of Humor!

…and then there is George Milan! As a veteran middle school teacher, George reminded us of something I absolutely love, and that is the importance of humor in the classroom.

Middle school is a wonderfully unique developmental season. Our students are growing academically, socially, emotionally, and spiritually. Every day presents opportunities to build relationships, navigate unexpected moments, and celebrate the remarkable young people entrusted to our care. Sometimes, laughter is exactly what we need! Try that on today…

Humor can create connection, strengthen relationships, and help us navigate the unexpected moments that are inevitably part of teaching middle school students. I appreciate this reminder because JOY does not mean every day will be easy. It means we can find moments of gratitude, connection, and purpose even when the work becomes challenging. Imagine the impact on students when they experience classrooms where educators genuinely enjoy teaching and learning alongside them. Our adult culture matters because students experience it every single day.

Connecting the Conversation to The Middle School Culture Blueprint

As Dr. LaTonya White and I continue developing The Middle School Culture Blueprint for publication with the National Catholic Educational Association, conversations like this reinforce the importance of our four interconnected pillars:

Belonging: Educators need to know they are seen, valued, respected, and supported as members of their school community.

Clarity: Clear expectations, meaningful communication, and a shared understanding of priorities help educators navigate the demands of their work.

Coherence: When leadership practices, professional learning, and schoolwide priorities are aligned, educators can devote more energy to the work that matters most.

Formation: Our teachers deserve opportunities to continue growing professionally, personally, relationally, and spiritually throughout their careers.

These pillars are not exclusively about students. They are equally important to the adults responsible for creating and sustaining a positive school culture.

If we want our middle school students to thrive, we must also create school cultures where our educators can thrive.

A Thankful Thursday Reflection

As we settle into the rhythm of another school year, I encourage school leaders to consider a few important questions. Are we paying attention to the well-being of our faculty and staff? Are we intentionally building trust among our teams? Are we creating opportunities for laughter, celebration, and meaningful connection? And perhaps most importantly, are we ensuring that our educators know how much we value their service?

Our educators are highly educated professionals who have chosen a meaningful vocation. Their knowledge, experience, commitment, and daily sacrifices deserve our recognition and respect.

We need to SEE them, RESPECT them, SUPPORT them, and THANK them.

I am incredibly grateful to Dr. Nancy Baker, Christine Hinton, and George Milan for freely giving their time to participate in this conversation and contribute their reflections from the field. Their willingness to share their experiences is a gift to our profession.

There is tremendous power in educators learning from educators. On this Thankful Thursday, may we remember that protecting JOY is not an additional task on our already full schedules. It is an essential part of creating and sustaining the school cultures we desire for our students, families, and colleagues.

Let’s continue to see the good, share the good, and create school cultures where everyone can flourish!

I choose JOY!

Denise

Watch Episode 5: Joy, Formation, and Purpose

https://rss.com/podcasts/sharing-the-good-with-dr-denise-ball/3199282

The Middle School Culture Blueprint, coauthored by Dr. Denise M. Ball and Dr. LaTonya White, is forthcoming from the National Catholic Educational Association in spring 2027.

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September 29, 2026 · 8:40 PM

The Middle School Team as the Engine: Building Collaboration That Actually Works 

Middle school students may move through several classrooms and interact with several teachers during a single school day, but they do not experience those classrooms in isolation. Together, those interactions shape a student’s understanding of school culture.

That idea was at the heart of Episode 4 of The Middle School Culture Blueprint: Reflections from the Field. I was blessed to welcome Mary Peters, a veteran middle school educator at St. Anne Catholic Grade School in the Archdiocese of Detroit, for a conversation about what happens when middle school educators intentionally begin thinking and working as a team.

Mary shared a wonderfully practical example from her school: a common middle school assessment template centered on Claim, Evidence, Reasoning (CER). Teachers across the middle school use this common framework when assessing student learning. Think about what that can mean for a young adolescent moving from one content area to another. The subject matter changes, the teacher changes, and the learning experience changes. However, there is a familiar framework helping the student understand how to communicate thinking and demonstrate learning. This is so powerful! That is coherence, a Middle School Culture Blueprint pillar in action.

It is also an important reminder that consistency does not require uniformity. We do not want every teacher or classroom to look exactly the same. Great educators bring their own gifts, personalities, content expertise, and creativity to their classrooms. Shared frameworks can provide enough clarity and consistency to help students successfully navigate those different environments.

Mary also shared that this year her middle school team is meeting monthly as a professional learning community )PLC), with a shared middle school vision serving as a focus for their work. I love the intentionality behind this practice. A vision should not simply be words written on a document. It can become a framework for conversation: Who are we as a middle school? What do we want our students to experience? What do we believe about teaching and learning? Where do we need greater consistency, and how can we better support one another?

As Dr. LaTonya White and I continue developing The Middle School Culture Blueprint, our work is framed around four interconnected pillars: Belonging, Clarity, Coherence, and Formation.

Mary reflected during our conversation that all four are essential to creating and maintaining a positive school culture. I think her examples demonstrate why. Belonging reminds us that students and adults need to know they are seen, valued, and part of a community. Clarity helps everyone understand expectations and what success looks like. Coherence connects classrooms, practices, language, and expectations so that students experience a community rather than a collection of unrelated classrooms. Formation recognizes that we are continually helping students, and one another, grow academically, professionally, personally, and spiritually. One of the most important lessons from this conversation is that building a strong middle school culture does not always require another large initiative. Sometimes it begins with a shared assessment framework. A monthly conversation. A common expectation. A team willing to ask, “What do we want our students to experience, and educators willing to move from “my students” to “our students.”

When middle school teachers work as a true team, collaboration becomes more than another meeting on the calendar. It becomes part of the culture. When Belonging, Clarity, Coherence, and Formation begin working together, we create environments where both students and educators have greater opportunities to thrive!

Thank you to Mary Peters for sharing the wisdom that comes from years of serving middle school students and to my co-author, Dr. LaTonya White, for continuing this important work alongside me.

There is so much good happening in our Catholic schools. Let’s continue to see it, learn from it, and share it.

All are welcome to join the conversation:

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May we continue to seek knowledge in all things,

Denise

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September 25, 2026 · 12:02 PM

Through a University Lens: Preparing and Supporting Middle School Educators

There was something particularly meaningful about Episode 3 of The Middle School Culture Blueprint: Reflections from the Field. Four university leaders, representing the Roche Center for Catholic Education, Boston College, Marymount University, and St. John’s University, came together around a shared question:

How can universities better prepare, support, and walk alongside the educators and leaders serving our Catholic schools?

Dr. Michael O’Connor, Dr. Nicci Dowd, Dr. Aliya Holmes, and Dr. Clara Hauth each brought a different lens to the conversation, including professional learning, teacher preparation, innovation and partnership, and educational leadership. Yet throughout the discussion, a common message emerged. Higher education has an important opportunity not simply to prepare people before they enter schools, but to remain connected to the field, listen to its needs, and continue learning alongside the educators doing the work each day.

The Middle School Culture Blueprint: Reflections from the Field

Episode 3 | University Lens: Preparing and Supporting Middle School Educators

That spirit of partnership matters! Our teachers and school leaders are navigating increasingly complex responsibilities while remaining focused on the students and families entrusted to their care. Universities can be important partners in that work through relevant professional learning, leadership development, research, teacher preparation, and meaningful school-university partnerships. The strongest partnerships, however, are not built around universities deciding what schools need. They begin with listening. They invite practitioners into the conversation, connect research with classroom realities, and recognize that knowledge flows in both directions. Universities have much to offer schools, but schools also have much to teach universities.

Perhaps the most powerful moment came as each panelist offered a final word of encouragement to educators. Dr. Michael O’Connor reminded them, “You are not alone. Lean on Christ and those in your orbit.” Dr. Nicci Dowd encouraged educators to “Design for possibilities, not limitations.” Dr. Aliya Holmes reminded us to lean on God and community and to recognize the importance of the small things. Dr. Clara Hauth encouraged educators to “Give yourself grace, and ask questions…advocate for yourself and others.” Different words, yet a common thread that community, relationships, and formation all essential, and that none of us was meant to do this important work alone.

As Dr. LaTonya White and I continue preparing The Middle School Culture Blueprint for publication with the National Catholic Educational Association in spring 2027, I am increasingly grateful for the voices entering these Reflections from the Field conversations. Teachers, principals, diocesan leaders, pastors, and university colleagues are reminding us that strong middle school cultures are built when people are willing to listen, share what they have learned, and contribute their gifts for the good of others.

Michael, Nicci, Aliya, and Clara are blessings to the universities they serve, and their willingness to invest in the formation and support of educators is a beautiful example of educational community in action. This is what it looks like when we stop thinking in silos and begin asking what we can accomplish together!

Please be encouraged to listen, engage, and join the conversation.

We can do more–together!

May we continue to seek knowledge in all things,

Denise

Denise Ball, Ed.D.

Retired Catholic Education Leader | Author | Researcher | Consultant
Marymount University | Assistant Professor

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September 17, 2026 · 7:01 PM

Why Professional Learning…Is it Important or Just One More Thing?

Professional learning is intended to help educators grow, strengthen their practice, and ultimately better serve students. Yet for teachers carrying increasingly full plates, even well-intentioned professional learning can sometimes feel like “one more thing.” That tension became the starting point for Episode 2 of The Middle School Culture Blueprint: Reflections from the Field, where I had the opportunity to talk with Lynsie Reavis, Director for Educational Programs for the Archdiocese of Washington. Our conversation offered an important reminder for those of us who lead and design professional learning: honoring teachers’ time, capacity, and experience must be part of the planning process.

One of Lynsie’s recommendations was beautifully practical…to choose one or two meaningful initiatives each year and avoid exceeding three. Teachers wear many hats, and meaningful implementation requires time. Rather than expecting every educator to embrace a new initiative at the same pace, Lynsie encouraged leaders to begin with those who are ready and willing. These educators can become “initiative ambassadors,” sharing authentically with colleagues how a new practice is influencing teaching and learning. Growth can often spread more effectively through trusted relationships and visible impact than through another mandate. That same relational approach shaped Lynsie’s own middle school teaching. She spoke about creating challenges and friendly competition to make learning collaborative and enjoyable and reflected on the familiar instructional progression of “I do, we do, you do.”

Our conversation also reinforced how professional learning can strengthen the culture of an entire middle school. Lynsie emphasized giving teams time to develop shared expectations around practices such as weekly assessment schedules, bell work, and family communication. These conversations require compromise, openness, and time, but the resulting coherence matters. Middle school students move among multiple teachers and classrooms each day, and, as Lynsie reminded us, they are always watching the dynamics and structures around them. Greater consistency among adults can create greater clarity and security for students. Professional learning, then, becomes more than the transfer of information. It becomes an opportunity to strengthen relationships, shared language, teamwork, and culture.

Click HERE to listen to episode 2 and available anywhere podcasts are enjoyed.

For educators interested in exploring this area further, Deans for Impact’s free The Science of Learning resource offers an accessible, research-informed look at how cognitive science can inform everyday instructional decisions. 

https://www.deansforimpact.org/files/assets/thescienceoflearning.pdf?

Perhaps one of the most important themes of our discussion was reflection. Lynsie highlighted brain-based teaching and learning and reminded us that the instructional decisions educators make influence how students experience and process learning. That makes reflection essential, not optional. As Dr. LaTonya White and I continue our work on The Middle School Culture Blueprint (NCEA, 2027), these conversations continue to reinforce the interconnected nature of Belonging, Clarity, Coherence, and Formation, our middle school culture blueprint. Professional learning can contribute to each of these pillars when it is thoughtful, relevant, and connected to the actual work of teachers. And through all of the strategies, structures, initiatives, and demands of education, Lynsie left us with a simple reminder worth carrying with us, “Always remember your why!”

May we continue to seek knowledge in all things,

Denise

Denise M. Ball, Ed.D.

Retired Catholic Education Leader | Author | Researcher | Consultant

Assistant Professor | Marymount University

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August 28, 2026 · 1:01 PM

Joy in the Partnership: The Pastor-Principal Relationship and the Culture We Create

Joy in the Work | Episode 4 | A Conversation with Father Pawel Sass, M.A., S.T.L.

What becomes possible in our Catholic schools when pastors and principals see their partnership not simply as a responsibility, but as a gift?

That is the question I have been carrying with me since my recent conversation with Father Pawel Sass, Pastor of the Shrine of Saint Jude in Rockville, Maryland, for Episode 4 of the Joy in the Work series.

When we talk about strengthening Catholic schools, we rightfully talk about teachers, principals, students, families, curriculum, instruction, faith formation, and school culture. However, there is another relationship that I believe deserves much more of our attention: The pastor-principal partnership.

The pastor and principal have distinct roles and responsibilities, but they share something extraordinary: responsibility for advancing the mission of a Catholic school community. When that partnership is healthy, collaborative, prayerful, and rooted in mutual respect, the effects can extend far beyond the two people involved.

Teachers and students notice and experience it, and the school families and parishioners take notice and experience it. This partnership has a huge impact on a Catholic school culture. 

Partnership Has Shaped My Own Leadership Lens

Throughout my years serving Catholic education, I have been blessed to work alongside wonderful priests and to learn from spiritual leaders who modeled a positive approach to Catholic schools. Msgr. Chuck Kosanke in the Archdiocese of Detroit and Father John Williamson in the Archdiocese of Baltimore are two priests whose mentorship and example helped shape my own understanding of partnership.

They helped me see that the relationship between pastor and principal does not need to be defined by hierarchy, territoriality, or uncertainty about who controls what.

At its best, it can be characterized by trust, communication, shared mission, respect for one another’s expertise, prayer, laughter, and a genuine belief that we are better when we serve together.

At one point in our conversation, Father Pawel offered a wonderfully simple reminder:

“We are too blessed to be stressed.” (Sass, 2026)

It made me smile. Of course, leadership can be stressful. Catholic school leaders and pastors carry real responsibilities, difficult decisions, competing priorities, and the needs of many people. Father Pawel was not suggesting otherwise. What I heard in his words was an invitation to remember the blessings while carrying the burdens.

Leadership can become so consumed by what needs fixing that we forget to notice what is flourishing:

The student who finally understands. The teacher who stayed a few extra minutes to help. The family who expresses gratitude. The colleague who makes us laugh or put up a bulletin board. The parishioner who quietly supports the school. The opportunity to celebrate Mass together. The privilege of accompanying children as they grow in faith and knowledge, and the people God has placed beside us.

There will always be another problem to solve, but there will also always be something for which to give thanks. Perhaps part of sustaining joy in the work is learning to hold both realities at once.

Another image Father Pawel shared has stayed with me.

“Clean the cup.”

His reflection was that we need to clean the cup so we can be filled by the Holy Spirit and then empty ourselves again in service to others (Sass, 2026).

What a beautiful image for leadership. Those of us who serve others spend much of our lives pouring out. We give attention. We give encouragement, time, we solve problems and we listen. We teach, lead and we accompany others on this journey of life. But we cannot continually pour from a cup we never allow God to refill.

Prayer, reflection, rest, gratitude, community, and time with God are not distractions from leadership. They help prepare us for it.

Perhaps the question is not simply, “How much more can I give?”

Perhaps sometimes the better question is:

“What do I need to release so there is room for the Spirit to fill me again?”…Clean the cup, be filled, be poured out in service, return, and allow God to fill it again! There is a rhythm of vocation in that image that I find beautiful.

One of the most practical parts of my conversation with Father Pawel centered on conflict. Healthy partnerships are not partnerships without disagreement. Pastors and principals will disagree. Teachers and administrators will disagree. Colleagues will misunderstand one another. We are human beings doing important work together, so conflict will happen.

The question is not whether disagreement will occur. The question is what we do when it does.

Father Pawel offered three practices that are beautifully simple and profoundly useful.

1. Begin With Quiet, Personal Prayer

Before responding, reacting, emailing, calling, or entering the difficult conversation: Pray.

Not necessarily publicly, not performatively, but quietly and personally. Bring the situation to God before bringing it back to the other person. Prayer creates space between the emotion we are experiencing and the response we choose to make.

It invites us to ask: Am I listening? Am I seeking understanding? Is pride influencing my response? What might I be missing? Holy Spirit, how are You asking me to enter this conversation?

For Catholic leaders, perhaps prayer should not simply open our meetings. Perhaps it should also precede our disagreements.

2. Practice “Table Fellowship”

Father Pawel’s second recommendation may be my favorite:

Enjoy table fellowship. (Sass, 2026)

Sit down together, share a meal, have coffee, break bread, and just talk.

Father Pawel reminds us that there is something deeply human, and deeply Christian, about gathering around a table. The person across from us can become very easy to misunderstand when our interaction is reduced to an email, a disagreement, a meeting agenda, or a problem that needs solving. The table changes the posture. At the table, we remember the person. We listen differently. We tell stories. We laugh. We learn about one another, and we discover what we have in common.

I think sometimes the disagreement that seemed enormous becomes easier to navigate once the relationship returns to the center. There is wisdom in table fellowship that extends far beyond the pastor-principal relationship. What might change in our leadership teams, faculties, departments, and school communities if we spent a little more time breaking bread together?

3. Assume the Good

Father Pawel’s third piece of wisdom may be the most challenging:

Assume the good.

When someone says something that frustrates us, assume the good. When a decision surprises us, assume the good. When communication is imperfect, assume the good. When we disagree about the path forward, begin with the belief that the other person also cares about the mission.

Assuming the good does not mean avoiding accountability or pretending harmful behavior is acceptable. It means resisting the temptation to assign negative motives before we have taken the time to understand.

Imagine beginning a difficult pastor-principal conversation from this posture:

“I know you care about our school and our mission. Help me understand how you are seeing this.”

That is very different from beginning with:

“Why would you do this?”

One posture opens a door and the other may close it before the conversation even begins.

I keep returning to Father Pawel’s three practices:

  • Pray
  • Table Fellowship
  • Assume the good

They require no new program, no strategic plan, no committee, or budget. They require intentionality. I think this is one of the lessons emerging throughout this entire Joy in the Work series. Positive culture is often built through seemingly small, repeated relational practices.

How we enter the room, how we listen, how we choose to respond to mistakes, how we welcome people, how we handle a disagreement is important to the partnership. 

How we recognize another person’s gifts, how we repair a relationship, and how we choose to begin again can build trust and a strong foundation for the partnership. 

As shared in earlier episodes, small moments, repeated consistently, have a way of becoming culture.

A healthy pastor-principal partnership does not require the pastor to become the principal or the principal to become the pastor. Their roles are distinct, their gifts are different, and areas of expertise vary. That is not a weakness in the partnership, and it may be one of its greatest strengths.

Partnership asks us to recognize: You bring something to this mission that I cannot bring alone. In Catholic education, that recognition carries particular significance. The pastor brings spiritual leadership, sacramental life, theological formation, and pastoral care. The principal brings educational leadership, instructional expertise, organizational leadership, and the daily stewardship of the school community. Together, they can help ensure that Catholic identity is not simply something written in a mission statement, but becomes something people experience.

As the Joy in the Work series continues, another piece of the larger picture is becoming clearer to me.

  • Dr. Christina Mendez-Hall invited us to Lead with Joy,
  • Dr. Nicci Dowd encouraged us to Make Room for Joy,
  • Dr. Joy Roberts helped us explore Joy, Belonging, and the Power of Community, and 
  • Father Pawel Sass reminds us that there can also be Joy in the Partnership.

We do not have to carry the mission alone, and that in itself is a source of joy. There is someone beside us. Someone with different gifts. Someone who sees things we may not see. Someone with whom we can pray, and can break bread together. Someone with whom we can disagree and begin again. Someone who can remind us, on the difficult days, why we said yes to this work in the first place.

I left my conversation with Father Pawel inspired and grateful.

The Shrine of Saint Jude and St. Jude Catholic School in Rockville, Maryland, are blessed to have a pastor who so clearly values Catholic education and recognizes the importance of collaboration.

Our conversation has me reflecting on…

What becomes possible in our Catholic schools when pastors and principals see their partnership not simply as a responsibility, but as a gift?

Perhaps we create stronger relationships, and we navigate conflict with greater grace. Perhaps our teachers feel more supported, and families experience greater unity. Perhaps students encounter a more authentic witness of Christian community, and perhaps we make a little more room for joy.

I am grateful to Father Pawel Sass for sharing his faith, wisdom, humor, and JOY in Episode 4 of the Joy in the Work series:

Joy in the Partnership: The Pastor-Principal Relationship and the Culture We Create

Join the conversation on YouTube: https://youtu.be/BqIdg4uuwCU or listen wherever you enjoy your favorite podcasts.

Maybe the next time conflict finds its way into our work, we can remember Father Pawel’s simple wisdom:

Pray, enjoy table fellowship, and assume the good! Maybe, every once in a while, remind ourselves: “We are too blessed to be stressed.” (Sass, 2026)

When we train our eyes to see the good, amazing things happen!

Reference

Ball, D. M. (2026). Joy in the partnership: The pastor-principal relationship and the culture we create [https://youtu.be/BqIdg4uuwCU]. Sharing the Good with Dr. Denise Ball.

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August 26, 2026 · 7:21 AM

Joy in the Work | Episode 3

Joy, Belonging, and the Power of Community

A Conversation with Dr. Joy Roberts

What if one of the greatest sources of joy in our work is knowing that we belong to something larger than ourselves?

That is the question I have been carrying with me since my recent conversation with Dr. Joy Roberts for Episode 3 of the Joy in the Work series.

What a joy it was to welcome Joy to Sharing the Good with Dr. Denise Ball for a wonderful conversation about joy, belonging, relationships, and the power of community.

Joy is the co-founder and president of Friendzy, an organization that partners with schools across the nation and across governance models to help create classroom and school cultures where students and educators experience a strong sense of belonging.

Throughout our conversation, Joy reminded us that strong communities do not happen by accident. They are built through relationships and through the everyday ways we help people know they are seen, valued, and connected.

Belonging Matters

Belonging is a word we hear frequently in education, but I wonder if we sometimes underestimate just how important it is.

At its heart, belonging communicates something profoundly human (Roberts, 2026), conveying I am known here, I am valued here, my presence matters here, and there is a place for me here.

Research gives us good reason to pay attention to these experiences. The Institute of Education Sciences has studied school belonging as part of the social, emotional, and behavioral context for teaching and learning, examining its connections with student engagement, well-being, behavior, and academic outcomes. In one rigorous middle school study involving more than 1,000 students, an intervention designed in part to address students’ concerns about belonging produced a statistically significant improvement in students’ reported social belonging and fewer behavioral referrals overall (Borman et al., 2019).

At the same time, the larger research base reminds us to be thoughtful about our claims. The What Works Clearinghouse’s review of social-belonging interventions found mixed effects on academic achievement. Belonging is not a magic program that guarantees an academic outcome. Rather, it is part of the relational and cultural environment in which learning takes place.

I think the distinction matters. Belonging is not another initiative to add to the school calendar, but is something people experience.

Culture Answers the Question: Do I Belong Here?

Think for a moment about the messages people receive throughout an ordinary school day.

A principal stands at the door and knows a student’s name. A veteran teacher checks on a new colleague. A student is invited into a group. A teacher’s idea is genuinely considered during a faculty meeting. A parent walks into the office and is warmly greeted. Someone notices when a colleague is having a difficult day. A student makes a mistake and discovers that the mistake does not diminish their value within the community.

None of these moments requires a new program, which Dr. Roberts reminds us that educators do not need, yet together, these moments communicate: You are seen, you are valued, you are connected, and you belong! That is culture.

Research on school marginalization offers another important lens. The Institute of Education Sciences has supported research examining how experiences of marginalization relate to student social relationships, engagement, well-being, behavior, and achievement. Importantly, student-teacher and student-peer relationships are among the factors researchers examine when trying to understand these connections.

In other words, relationships are not peripheral to the educational experience, but are part of it.

Belonging Is for the Adults Too

One of my favorite parts of my conversation with Joy was that we did not limit our discussion of belonging to students.

Students absolutely need to know that they belong, but so do teachers, and so do principals. We also cannot forget the importance of belonging is for our instructional assistants, counselors, administrative assistants, maintenance teams, professors, diocesan and system leaders, and everyone else who contributes to the life of a learning community. As someone who has spent much of my research and professional work thinking about school culture and teacher retention, I continue to come back to the importance of the environment in which educators are asked to do their work. We cannot continually ask educators to create communities of belonging for children while paying little attention to whether the adults themselves experience connection, trust, collaboration, and belonging.

Imagine the difference between a teacher thinking: “This is where I work.” and believing: “These are my people. My contribution matters here. We are doing something important together.”

That is a very different experience of work, and perhaps that is where belonging and joy begin to intersect.

We Were Never Meant to Do This Work Alone

Education is deeply relational work. There will always be difficult days. There will be students whose needs challenge us, lessons that do not unfold as planned, difficult conversations, competing priorities, and problems without immediate solutions.

Belonging does not eliminate any of those things. Community does, however, change how we carry them.

There is a profound difference between thinking: “I have to figure this out.” and knowing: “We will figure this out together.” That is the power of community; we learn from one another. In a healthy school culture we encourage, challenge, and celebrate one another! We sometimes carry one another, and need to remind each other why the work matters.

A Thread Through the Joy in the Work Series

As this series continues, I am beginning to see a beautiful thread emerging through these conversations. Dr. Christina Mendez-Hall invited us to Lead with Joy and consider how we choose to enter the work. Dr. Nicci Dowd encouraged us to Make Room for Joy by creating environments where people have permission to learn, make mistakes, collaborate, and grow. This week, Dr. Joy Roberts has invited us to think about joy, belonging, relationships, and the power of community.

Perhaps these ideas are not separate at all. We choose how we show up, and we choose to make room for one another. We build relationships, and through this we create belonging. We discover that we are part of something larger than ourselves, and together, we shape culture!

Belonging Is Built in the Small Moments

Perhaps one of the most encouraging things about belonging is that strengthening it does not always require a large-scale initiative.

It can begin today:

*Learn someone’s name,

*Pull up another chair,

*Ask a colleague what they think…and then LISTEN,

*Invite someone into the conversation,

*Notice who has become quiet,

*Celebrate someone’s contribution,

*Check on the new teacher,

*Listen to the student who needs a few extra minutes,

*Thank the person whose work frequently goes unnoticed, and/or,

*Remind someone that they matter.

These actions may seem small, but small moments, repeated consistently, have a way of becoming culture, and culture has the power to communicate something transformative: You do not have to earn your place here. You are part of us.

A Question I Am Carrying With Me

I am grateful to Joy for generously sharing her wisdom, research, experiences, and JOY.

As I reflect on our conversation, I continue to carry this question: What if one of the greatest sources of joy in our work is knowing that we belong to something larger than ourselves?

To take it one step further, perhaps the question for each of us is: What can I do today to help someone else know that they belong too?

Join the Conversation

Learn more about Friendzy and explore its impact reports by visiting Friendzy.co, including the Competency and Belonging Impact Report.

Join the conversation on YouTube:
https://youtu.be/OfkNJkom_rY

Or listen wherever you enjoy your favorite podcasts.

When we train our eyes to see the good, amazing things happen!

May we continue to seek knowledge in all things,

Denise

#SharingTheGood #JoyInTheWork #Belonging #SchoolCulture #SchoolLeadership #CatholicEducation #EducatorJoy #Community #Friendzy

Research and Resources

Borman, G. D., Rozek, C. S., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, 116(33), 16286–16291.

Institute of Education Sciences, What Works Clearinghouse. (2021). Social Belonging Interventions: Intervention Report. U.S. Department of Education.

Institute of Education Sciences. School-Based Marginalization, Social Behavioral Competencies, and Achievement: A Meta-Analysis. National Center for Education Research.

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August 3, 2026 · 9:31 PM

Fellowship, Conversation, and the Joy of Serving Middle School Students & Families

The Middle School Culture Blueprint series-Episode 1

One of the unexpected gifts of this season has been the opportunity to gather Catholic educators and leaders from across the nation in meaningful conversation. As Dr. LaTonya White and I continue our work on The Middle School Culture Blueprint, I have been provided a good opportunity to reflect on and be reminded that some of the most powerful professional learning happens when educators come together in fellowship, share what they are seeing in the field, and reflect honestly on what students and teachers need most. There is something deeply hopeful about bringing people together who serve in different schools and dioceses, yet carry the same commitment to helping students feel seen, supported, and loved.

The middle school years are so unique. Students are navigating understanding themselves, belonging, friendship, independence, emotion, peer pressure, and academic growth, often all in the same day. Those who serve middle school students understand that this work requires patience, humor, flexibility, structure, compassion, and joy. It also requires intentionality. What we do at the school level is so important. How we welcome teachers back, how we build routines, how we create opportunities for student voice, how we communicate with families, and how we support one another as teams all help shape the culture students experience.

This is why I am so grateful for the educators and leaders who have said yes to engaging in this conversation. They are not coming together to offer perfect answers. They are coming together to share reflections from the field, practical strategies, lived experience, and wisdom rooted in service. These conversations are supported by the literature that school culture is not built only through programs or plans. It is built in the daily interactions, team meetings, hallway moments, classroom routines, and faithful decisions made by educators who care deeply about the students placed before them.

Pulling educators together to share ideas is, quite honestly, fun. It is also cultivating joy in my own life. To listen to teachers and leaders speak with such love for their students, their colleagues, and Catholic education is a reminder that good is happening every day in our schools.

https://youtu.be/uMM1O_6Ygq8

When we create space for fellowship and conversation, we strengthen one another.

Fellowship reminds us that we are not doing this work alone. It is also a wonderful way to see how much wisdom already exists within the people serving on our campuses and in our diocesan communities.

I hope this work encourages school leaders to create similar spaces on their own campuses. Before the year begins, make time not only for logistics, but also for fellowship and table talk.

Invite teachers to reflect on what students need most. Ask teams what they want students to experience consistently across classrooms. Create room for laughter, honest conversation, prayer, and planning. When educators are given time to connect as people before they plan as professionals, the culture of the school is already being strengthened.

I am grateful to host this important conversation in Episode 1 of Middle School Culture Blueprint: Reflections from the Field: Creating a Positive Start to the 2026–2027 School Year. It is a privilege to welcome Dr. Nancy Baker, Mary Peters, Lynsie Reavis, Karina Lepkowski, and Tricia Florance as we reflect together on practical ways to support middle school teachers, students, families, and leaders. May these conversations continue to help us notice, name, and share the good happening in Catholic education.

You can also listen to these conversations anywhere you enjoy your podcasts.

May we continue to seek knowledge in all things,

Denise

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July 29, 2026 · 5:39 PM

An Educator Toolkit: 90 Positive Comments to Help Every Student Feel Seen, Valued, and Connected

Belonging Begins with the Words We Choose

Since 2012, I have shared resources via this Unlock the Teacher blog focusing on positive comments, praise, and how to create positive classroom environments with a reminder that words matter! Since that time, these posts have received more than 1.3 million views. This continued reach has reinforced something I have believed throughout my years in education, that teachers and school leaders are searching for practical language that helps them recognize the good in students.

Positive words can encourage students and strengthen relationships. Yet, as our understanding of school culture continues to grow, we are also invited to think more deeply about the messages our words communicate.

Our comments can do more than acknowledge appropriate behavior, completed work, or academic performance. They can communicate:

  • I see you.
  • I value your ideas.
  • Your voice matters.
  • You are capable of growth.
  • You are an important member of this community.
  • You belong here.

School connectedness exists when students believe that the adults and peers in their school care about them as individuals and care about their learning. This sense of being valued, supported, and included is associated with stronger engagement, attendance, academic outcomes, and overall well-being.

Relationships are not built only through large programs or special events. They are shaped through daily interactions: the greeting at the classroom door, the response to a student’s question, the note written on an assignment, the conversation following a mistake, and the words chosen when a student takes a risk.

Research on relationship-centered classrooms emphasizes the importance of authentic affirmation, active listening, student agency, and opportunities for young people to know that their voices are taken seriously.

Student voice is more than allowing students to speak. It includes providing meaningful opportunities for them to influence their learning, make choices, offer feedback, participate in decisions, and see that their contributions can lead to action.

This updated educator toolkit offers 90 positive comments organized around nine dimensions of belonging. The statements can be adapted for:

  • Daily classroom conversations
  • Written feedback
  • Student conferences
  • Report cards and progress reports
  • Notes or messages sent home
  • Family conferences
  • Advisory periods
  • Morning meetings
  • Restorative conversations
  • Celebrations of student growth

These comments are not intended to become generic scripts or empty praise. They are starting points. The most powerful affirmations are sincere, specific, timely, and connected to something an educator has genuinely noticed.

1. Welcoming Every Student

  1. I am glad you are here today.
  2. Your presence adds something important to our classroom.
  3. You are an important member of this learning community.
  4. There is a place for your ideas in this classroom.
  5. I appreciate the energy you brought into the room today.
  6. I noticed that you came in ready to participate and contribute.
  7. Your experiences help our class learn and grow.
  8. You do not have to know every answer to belong in this classroom.
  9. Thank you for bringing your ideas, interests, and questions with you.
  10. Our classroom community is stronger because you are part of it.

2. Recognizing Identity and Voice

  1. Your perspective helped us see this topic differently.
  2. Thank you for sharing an idea that was important to you.
  3. You expressed your thinking with honesty and confidence.
  4. Your experiences give you insights that can help others learn.
  5. I appreciate how clearly you explained the reasoning behind your opinion.
  6. You asked us to consider something we had not discussed before.
  7. Your voice helped shape the direction of our conversation.
  8. You found a meaningful way to communicate your ideas.
  9. You advocated for yourself respectfully and clearly.
  10. Your contribution showed that there can be more than one valuable way to understand a topic.

3. Encouraging Effort and Growth

  1. I can see the growth you have made since you began this work.
  2. You used feedback to strengthen your thinking.
  3. You tried a new strategy when your first approach did not work.
  4. You asked for the support you needed to move forward.
  5. You stayed engaged even when the work became challenging.
  6. You set a goal and took meaningful steps toward reaching it.
  7. You are learning how to recognize which strategies work best for you.
  8. You took ownership of your learning today.
  9. You made a thoughtful choice about how to improve your work.
  10. Your progress shows what can happen when you remain open to learning.

4. Affirming Curiosity and Courage

  1. Your question helped deepen our learning.
  2. You were willing to say that you did not understand, and that took courage.
  3. You respectfully challenged an idea and encouraged us to think more carefully.
  4. You took an academic risk by sharing your thinking before you were certain that you for trusting our class.
  5. You followed your curiosity and discovered something new.
  6. You explored more than one possible answer.
  7. You made a connection that helped bring this concept to life.
  8. You were open to revising your thinking when you encountered new information.
  9. You asked for evidence instead of simply accepting an answer.
  10. Your curiosity helped make today’s learning more meaningful for everyone.

5. Strengthening Collaboration

  1. You made room for another person’s voice.
  2. You listened to understand, not simply to respond.
  3. You built upon a classmate’s idea in a respectful way.
  4. You helped your group identify a path forward.
  5. You disagreed respectfully while remaining open to another perspective.
  6. You asked a question that encouraged someone else to participate.
  7. You used your strengths to support the work of the group.
  8. You accepted responsibility for your part of the team’s work.
  9. You noticed when the group needed encouragement and offered it.
  10. You helped your team move forward without taking over the work.

6. Recognizing Kindness and Care

  1. You noticed that someone needed support and chose to help.
  2. The care you showed helped another person feel valued.
  3. You included someone who might otherwise have felt left out.
  4. You treated another person’s ideas with dignity and respect.
  5. You chose kindness even when the situation was difficult.
  6. You helped create a space where someone felt comfortable asking a question.
  7. You offered a sincere apology and worked to repair the relationship.
  8. You celebrated someone else’s success without taking attention away from them.
  9. Your words helped another person feel encouraged.
  10. You showed empathy by trying to understand how someone else might be feeling.

7. Building Responsibility and Trust

  1. I can depend on you to follow through on your commitments.
  2. You completed the responsibility you accepted.
  3. You made a responsible choice, even when no one was reminding you.
  4. You used your time in a way that supported your learning.
  5. You took care of our shared space and materials.
  6. You were honest about what happened and helped us find a solution.
  7. You recognized when you needed assistance and asked for it.
  8. You accepted responsibility for your choice without blaming someone else.
  9. You came prepared and ready to contribute.
  10. You used your independence while also knowing when to seek guidance.

8. Supporting Resilience and Reflection

  1. You paused to think before deciding what to do next.
  2. You did not allow one difficult moment to define the rest of your day.
  3. You changed your approach when you realized something was not working.
  4. You identified what you needed in order to begin again.
  5. You recognized a challenge and made a plan for addressing it.
  6. You gave yourself time to learn instead of expecting immediate perfection.
  7. You used a mistake as information for your next step.
  8. You returned to the work after feeling frustrated.
  9. You were patient with yourself while learning something new.
  10. You reflected honestly on your choices and identified how you would respond differently next time.

9. Creating Classroom Community

  1. Your actions helped make our classroom more welcoming.
  2. You helped create a space where others felt comfortable participating.
  3. You contributed an idea that improved our classroom community.
  4. You invited others to help make a decision.
  5. You reminded us of the expectations we created together.
  6. You helped our class solve a problem in a fair and respectful way.
  7. You shared a strength or talent that enriched our learning.
  8. You helped us recognize and celebrate someone else’s growth.
  9. You made a choice that supported both your learning and the learning of others.
  10. You showed through your actions that everyone has something meaningful to contribute.

Moving From Praise to Partnership

Positive comments become even more powerful when they invite students to recognize their own growth. Instead of ending the interaction after an affirmation, educators can add a reflective question.

For example:

  • You stayed engaged even when the assignment became difficult. What helped you keep going?
  • You made room for another person’s voice. What did you notice about the group after you did that?
  • You tried a new strategy when the first one did not work. How did you decide what to try next?
  • Your perspective helped us see the topic differently. What gave you the confidence to share it?
  • You advocated for yourself respectfully. How might you use that skill in another situation?

These questions move the conversation from adult approval to student reflection. As an educator, you are identifing something meaningful, and the student is invited to name the choices, strategies, and strengths that contributed to the outcome.

Over time, this approach can help students develop the language to say:

  • I know how I learn.
  • I can make thoughtful choices.
  • I can ask for what I need.
  • I can contribute to my community.
  • I can grow.

A Belonging-Centered Comment Checklist

Words Help Shape Culture

Positive language does not mean ignoring mistakes, avoiding difficult conversations, or removing accountability. Belonging-centered classrooms maintain clear expectations while communicating that a student’s mistake does not remove the student from the community.

Students need to hear more than what they should stop doing. They also need language that helps them understand what they are doing well, how they are growing, how their choices affect others, and how they can contribute.

There will always be a need to redirect behavior, offer correction, and establish boundaries. The question is whether students also hear:

-I believe you can make a different choice.

-You are still an important member of this community.

-Let us think together about what happened.

-What do you need to move forward?

-How can you help repair the situation?

-I am here to help you begin again.

The language educators use becomes part of the environment students experience each day. A carefully chosen comment may appear to be a small gesture, but to a student, it can communicate something much larger:

My teacher sees me. 

My ideas matter.

I am capable.

I have choices.

I can make a difference.

I belong here.

As educators prepare classrooms, develop lessons, establish routines, and welcome students into a new year of learning, may we also prepare the language we will use.

Belonging is strengthened one interaction at a time.

When we train our eyes to see the good, amazing things happen.

May we continue to seek knowledge in all things,

Denise

References and Additional Resources

Ball, D. M. (2012, July 22). 100 positive comments to utilize when referencing student behavior. Unlock the Teacher.

Centers for Disease Control and Prevention. (2024, November 18). School connectedness helps students thrive.

Hernández, L. E., Darling-Hammond, L., & Nielson, N. (2024, November 21). Cultivating relationships in secondary classrooms: Practices that matter. Learning Policy Institute.

Regional Educational Laboratory Pacific. (2025). Including voice in education: Addressing equity through student and family voice in classroom learning. Institute of Education Sciences.

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July 23, 2026 · 1:16 PM

Carrying Wisdom Home from Oxford: Research, Relationships, and the Joy of Learning

From the top of the Oxford Castle mound, I paused to take in the view and reflect on the extraordinary gift of the week.

Oxford Castle

Once again, I had been given the privilege of presenting research at the Oxford Education Research Symposium, surrounded by scholars from across the United States and around the world. To be welcomed into that community as a researcher remains deeply humbling.

Thank you to the Oxford Research 2026 Team who said, “yes” to join me on this journey this year:

Dr. Nicci Dowd, Marymount University;

Dr. Joy Roberts, Co-founder of Friendzy. Co;

Dr. Julie Cantillon, Senior Vice President of Professional Learning, ADAC, Inc.;

Noreen Bryan, Chief Communications Officer, NCC, Washington, D.C.; and

Dr. Julie Widman, Co-Founder of Friendzy. Co.

I found myself thinking about the questions that had been raised, the wisdom nuggets I had gathered, and the many scholars whose work challenged me to remain curious. I also reflected on the relationships that had formed through meals, presentations, walks through Oxford, and conversations that continued long after each formal session ended.

We Are Always Learning

Before leaving Oxford, I recorded a short reflection from the Castle mound. I then invited three remarkable scholars to share what they were taking away from the week:

Dr. Nicci Dowd, Assistant Professor at Marymount University

Dr. Joy Roberts, Co-Founder of Friendzy

Dr. Alvera “Ali” H. McMillan, Education Specialist, Louisiana State University

Nicci, Joy, and I presented our research on professional learning as an infrastructure mechanism to support teacher retention. Ali presented her work on the intersection of literacy and nature place-based learning as a transformative pedagogical approach to K-12 education.

I wanted to bring their reflections together in one video, which presented another opportunity for me to learn.

With some very helpful guidance, I learned how to use Google video editing to splice two recordings together. There will always be something else to learn. Perhaps that is part of the message I am carrying home from Oxford., to never lose the gift of curiosity. Learning is just SO much fun!

https://youtu.be/LxvR6u1-tpE

Ball | Dowd | Roberts Oxford Symposia Researchers 2026

The Oxford Education Research Symposium brings together scholars, educators, researchers, practitioners, and leaders who are committed to advancing the theory and practice of education. The breadth of scholarship shared during the 2026 Symposium was extraordinary. Each presenter brought a different perspective, research interest, institutional context, and lived experience into the room.

I was inspired by every researcher who had the courage to stand before colleagues and share work that mattered deeply to them. Although I could never capture every presentation in one reflection, I made special note of several scholars whose work, questions, and presence gave me something to continue thinking about:

Dr. Michael G. MacDonald, Associate Dean of Graduate Studies and Research in the Faculty of Education at the University of Windsor, Canada

Dr. Anne Moll, Dean; Dr. Chris Harnden, Director of Human Services; and Sarah Fedishen, Human Services Internship Coordinator, from Colorado Mountain College, USA

Meri Nasilyan, Course Director in the Carnegie School of Education at Leeds Beckett University, United Kingdom

Dr. Michael Gerard Mason, Staff Psychotherapist at the University of Virginia, USA

Dr. Abigail O. Akande, Associate Professor of Rehabilitation and Human Services at Penn State Abington, USA

Dr. Jamon Flowers and Dr. Juanita Johnson-Bailey from the University of Georgia, USA

Dr. Rosalinda Larios, Associate Professor of Special Education at California State University, Fullerton, USA

Dr. Jocelyn L. N. Wong, Associate Professor and Assistant Dean for Student Affairs in the Faculty of Education at The Chinese University of Hong Kong

Dr. Alvera H. McMillan, Education Specialist with the Louisiana Sea Grant College Program at Louisiana State University, USA

Dr. Claude Hutto, Dean and Assistant Vice Provost for the Division of Professional and Continuing Studies at Morehouse College, USA

Dr. Cara Chang, Associate Professor of English at Leeward Community College within the University of Hawaiʻi System, USA

Irodakhon Gulamova, Senior Lecturer in the Department of English at New Uzbekistan University, Uzbekistan

This is not an exhaustive list, nor is it intended as a ranking of the presentations. It is simply a small window into the range of scholars, institutions, countries, disciplines, and perspectives represented during the week. Each name in my notes represents a person who was willing to ask a question, examine an issue, gather evidence, and contribute to our collective understanding of education.

Research Becomes More Powerful Through Relationships

The formal presentations were central to the Symposium, but some of the most meaningful learning also occurred around the presentations.

It happened when someone asked a thoughtful question, when a scholar approached another presenter to continue a conversation, and during meals, walks, and informal moments when professional titles became less important, and people began sharing the stories behind their research.

These encounters are reminders that research is not meant to remain isolated within a presentation, paper, or institution. Research becomes more powerful when it creates conversation. It becomes more meaningful when it connects people. It becomes transformational when it is translated into practices that serve others.

This is especially important for those of us studying schools, educators, leadership, belonging, professional learning, and school culture. Behind every data point is a person, behind every finding is a story, and behind every recommendation is an opportunity to improve the experience of an educator, student, family, school, or community.

What Am I Carrying Home? I am carrying home renewed curiosity. As educators and leaders, may we never take curiosity for granted. Curiosity keeps us asking better questions. It invites us to listen before assuming. It opens us to perspectives that may be different from our own.

I am carrying home gratitude…

I remain grateful for my Oxford Symposia 2026 Research Team and the JOY of working alongside scholars who are committed to using research in service to the profession. I am grateful for every person who shared an idea, asked a question, offered encouragement, or helped me see an issue through a different lens.

I am carrying home a deeper responsibility.

Presenting research is an honor, but the presentation itself cannot be the final destination. The greater responsibility is to consider what we will do with what we have learned.

How will this research support educators?

How might it strengthen leadership?

How can it help schools become places where people experience trust, belonging, purpose, and joy?

How will we translate scholarship into action?

An Invitation to Listen

Rather than interpret the reflections shared by Nicci, Joy, and Ali, I invite you to hear their wisdom in their own words.

You can watch our Oxford Symposia 2026 reflection on the Sharing the Good with Dr. Denise Ball YouTube channel and listen anywhere you find your favorite podcasts.

Please feel welcome to visit my YouTube channel and explore other conversations and reflections on belonging, school culture, leadership, faith, gratitude, and the joy of the work.

I am still learning how to navigate this new platform. I am learning how to record, edit, splice videos, correct captions, and share messages in new ways. I will undoubtedly make mistakes along the way. I appreciate the grace and any feedback or words of wisdom you would like to share.

Carrying the Learning Forward: The Middle School Culture Blueprint

One of the gifts of gathering with researchers from around the world is the opportunity to return to our own work with renewed curiosity, clarity, and purpose. As I leave Oxford, one project at the forefront of my mind is The Middle School Culture Blueprint, a manuscript Dr. LaTonya White and I are developing to support middle school educators and leaders as they intentionally create cultures where both students and adults can thrive.

The project is grounded in research, literature, feedback from the field, and the lived experiences of educators who understand the unique joys and challenges of serving middle school students. Our hope is to offer more than a collection of ideas. We are working to develop a practical, research-informed framework that can help school communities establish shared expectations, strengthen relationships, build belonging, and create a positive rhythm for the school year.

On August 5th, tune in to listen to Middle School Culture Blueprint: Creating a Positive Start to the 2026-2027 School Year with reflections from the field.

The Middle School Culture Blueprint: Reflections from the Field will air August 5 on the Sharing the Good with Dr. Denise Ball YouTube channel and podcast platforms.

Reflections from the Field

On August 5, the Sharing the Good with Dr. Denise Ball channel will feature a special conversation:

Middle School Culture Blueprint: Reflections from the Field, Creating a Positive Start to the 2026-2027 School Year.

I will be joined by an outstanding panel of Catholic school educators and leaders who bring wisdom from the classroom, school leadership, diocesan service, and professional formation:

  • Lynsie Reavis, Director for Educational Programs, Catholic Schools Office, Archdiocese of Washington
  • Tricia Florance, Teacher, Most Holy Trinity Academy, Archdiocese of Detroit
  • Karina Lepkowski, Principal, Most Holy Trinity, Archdiocese of Detroit
  • Mary Frances Peters, Teacher, St. Anne’s Catholic School, Archdiocese of Detroit
  • Dr. Nancy Baker, Principal, School of the Incarnation, Archdiocese of Baltimore

Their voices are essential to this work!

Research and literature can provide important foundations, but educators working directly with students, teachers, and families help us understand how ideas are experienced in actual school communities. Their reflections will help us explore what teachers and leaders can do before students arrive, during the opening weeks of school, and throughout the year to intentionally cultivate a healthy middle school culture.

This conversation also represents what I hope the Sharing the Good platform can become: a bridge between scholarship and practice. The purpose is not simply to create and post content. It is to make research accessible, invite practitioners into the conversation, and provide encouragement and practical support to those serving in schools each day.

Oxford reminded me of the importance of continuing to ask questions.

The Middle School Culture Blueprint reminds me of the importance of listening carefully to those closest to the work. Dr. White and I are very excited about this work as we continue to finalize our manuscript draft in the hope of preparing it for publication.

Together, research, reflection, and the wisdom of the field can help us develop resources that genuinely serve educators and the students entrusted to their care.

What wisdom are you carrying forward, and how will you use it in service to others?

May we always seek knowledge in all things,

Denise

Join me in conversation or listen to the chats I am having with educators and school leaders. They inspire me and I hope they will inspire you, too!

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