The Growth in Educational Leadership Podcast

In this week's episode, I welcome Shane Leaning to the Growth in Educational Leadership podcast, and we discuss his work in Shanghai, including leadership development through Education Leaders and his not-for-profit Work Collaborative, which grew out of his book Change Starts Here, on how schools build confidence to lead sustainable change amid external pressures. 
We explore “othering” as distancing people by treating them as different, including a self-protective form linked to imposter feelings and a more destructive form rooted in stereotypes, and how it shows up in schools as “us and them” divides between leaders and staff. 
Shane shares cross-country similarities in challenges like teacher retention and what systems might learn from each other, plus intercultural examples from UK-China meeting norms. 
We discuss identity in staffrooms, psychological safety, feeling heard, and gratitude as practical ways to build connection and reduce miscommunication.
CONTACT DETAILS
Learn more about Shane's work on LinkedIn: https://www.linkedin.com/in/leaningshane/
Instagram: https://www.instagram.com/leaningshane/
TIMESTAMPS
00:00 Welcome and Introductions
00:45 Shane’s Leadership Work
02:11 How His Projects Evolved
06:02 Defining Othering
11:14 Shared Global Challenges
15:16 Messy Humans and Stereotypes
19:56 Us and Them in Schools
28:15 Culture Clash in Meetings
31:14 Empathy in Interviews
35:24 Awareness Over Assumptions
37:25 Shane’s Podcasts and Wrap-Up
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The podcast is back! This week I interview Katie Tuite, founder of Empower Dyslexia, a dyslexia specialist teacher and consultant in County Meath, about her business and dyslexia journey. After completing a DCU Master’s in Specific Learning Difficulties (Dyslexia) in 2019, Katie found there is no dyslexia specialist role within Ireland’s education system, so she took a career break after her second child and began private practice in 2024. She discusses how understanding of dyslexia has evolved beyond phonological deficits to encompass broader processing, its prevalence (at least 10%, up to 20% in some areas), hereditary patterns, and higher incidence in some lower-socioeconomic-status or closely related rural communities. Katie provides Croke Park hours (in-person within an hour’s drive or online nationwide), describes building her reputation through Instagram and local parent talks, highlights business realities like taxes and insurance, and emphasises students’ strengths such as creativity, problem-solving, and empathy. Her key message to teachers is that every class likely includes a child with dyslexia and that even average-performing diagnosed students work far harder and need extra compassion; she also stresses the importance of supportive staff rooms and asking for help. 
Contact Katie at info@empowerdyslexia.ie and @empower_dyslexia.
TIMESTAMPS
00:36 From Masters to Private Practice
01:53 How Dyslexia Understanding Evolved
03:04 Who Dyslexia Affects Most
06:02 Training Teachers in Schools
08:05 Business Pivot to Teaching
09:19 Taking the Career Break Leap
10:28 Building a Reputation Online
15:01 Going Legit Self Employed
17:24 Online Payments Reality
17:54 Dyslexia Roots and Workshops
18:42 Finding the DCU Masters
20:25 Dyslexia Strengths and Empathy
22:26 Building Supportive Groups
25:51 Specialist Lens in Schools
27:21 Compassion for Dyslexic Students
28:54 Teacher Support and Staffroom Culture
31:23 Belonging and Staying Connected
31:55 Contact Details and Farewell

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Orla interviews Siobhan Fitzgerald, principal of Eglish National School, a small rural DEIS school in East Galway, where she says most pupils have experienced significant trauma and many are from the Traveller community. Siobhan describes developing the LET's Stand Public Speaking programme after noticing students could create strong PowerPoints but were unable to present, and she outlines teaching public speaking as incremental skills (e.g., structure with beginning–middle–end, eye contact, body language) using a model–share–guide–apply approach. 
The conversation links public speaking to student voice, listening, confidence, leadership, and teacher self-awareness, arguing that students need practice before being asked to share opinions and that teachers already use public-speaking skills daily. Siobhan discusses teamwork, coaching for school leaders, effective interview communication, and announces a forthcoming 10-book fiction box set for ages 7–13, published by Outside the Box, aimed at wellbeing and connecting children with nature.
TIMESTAMPS
02:13 School Context and Trauma
03:15 Public Speaking Spark
05:05 Building the Program
06:44 Kids Need a Voice
10:41 Listening and Student Voice
12:54 Teach One Skill
13:11 Speech Structure Hand Model
15:53 Eye Contact and Practice
17:25 Getting Staff Onboard
19:45 Teachers as Speakers
24:03 Skills and Reflection Time
26:37 Leadership Reflection Courage
29:04 Judgment and Visionary Style
31:07 Teamwork and Learning Leaders
31:25 Team Roles and Flexibility
34:17 Elastic Band Leadership Mindset
35:30 Leadership in Small Schools
39:01 Impact Over Comparison
41:46 Coaching for School Leaders
44:38 Public Speaking for Principals
48:41 Interview Answers and Authenticity
51:49 Jargon Versus Real Stories
57:18 New Children’s Book Series
01:01:17 Nature, Wellbeing and Farewell
USEFUL LINKS
Here are links to Siobhan's programmes for schools and children
LET's Stand
https://4schools.examcraftgroup.ie/display-product-page/lets-stand-primary
Listen, How Child and Student Voice can Change the World
https://www.routledge.com/Listen-How-Child-and-Student-Voice-Can-Change-the-World/KeenanFitzgerald/p/book/9781032750330
Adventures in Coill Calm series
https://www.otb.ie/shop/well-being-sel-sphe/adventures-in-coill-calm/
[Interview by Orla Dempsey]
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Orla interviews Steven Farrell O Callaghan of Clark Recruitment on the Growth in Educational Podcast about his recent Home of the Year final appearance with his husband Mike, the publicity it brought, and his 18 years with Clark, which he officially took over in 2024 after joining in 2008. 
Stephen explains Clark’s relationship-driven approach to serving both employers and candidates, including on-site client visits, structured competency-based interviewing, candidate coaching, and an aftercare check-in process (weeks 1, 4, 6, 8, and 12). 
He discusses application volumes (e.g., ~300 for admin roles), international sourcing via partners and a work permit department, and the value and limits of psychometric tools (InnerMetrics/DISC) for hiring and team development. 
The conversation covers interview best practices, STAR storytelling, issues with untrained panellists, overly long multi-stage processes, and encouraging educators to take risks, apply even without every requirement, and seek mentoring.
TIMESTAMPS
00:48 Home of the Year Spotlight
02:52 From Publicity to Networking
03:17 Recruitment Relationship Building
06:07 Sourcing and Application Volume
08:18 International Partners and USP
09:51 Leadership Qualities and Listening
11:27 Aftercare and Psychometrics
14:41 Better Interviews and Panels
22:05 Candidate Prep and Storytelling
24:23 STAR Technique Breakdown
25:20 STAR Story Endings
26:11 Interview Surprise Fallout
27:09 Too Many Interview Rounds
29:09 Why In Person Matters
30:24 Hiring Timelines Reality
31:56 Coaching Strengths Answers
32:51 Recruiter Value Explained
35:24 Long Term Relationships
36:52 Psychometrics For Teams
42:33 Competencies And AI Gaps
45:36 Apply Anyway Take Risks
CONTACT DETAILS
Clarke Recruitment Website:  https://clark.ie/
Watch Stephen and Mike on Home of the Year here: https://www.rte.ie/player/series/home-of-the-year/SI0000000759?epguid=IP10017032-12-0007
Clarke Recruitment on Instagram: https://www.instagram.com/clarkrecruitment/
[Interview with Orla Dempsey}
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Orla interviews primary teacher and Instagram creator Aislinn Nic Pháidín: (Is Muinteoir Mé) about taking a two-year career break to become a Teacher Fellow in DCU’s BEd programme after teaching since graduating from Marino in 2013/2014. Ashlyn describes her hesitant application process, fear of change, and practical trade-offs, including commuting, longer days, no school holidays, and a pay cut, balanced by funded further study and a Master’s. 
She explains the fellowship’s purpose of bringing current classroom insights into third-level teacher education, mentoring and visiting students on placement, and why it is limited to two years. Aislinn reflects on realising she was near burnout, feeling refreshed, revisiting best practice, and promoting relationship-building, balance, and well-being for student teachers. 
She discusses how drama built confidence, and how COVID led to webinars, Irish-language resources, and a bilingual teacher planner.
TIME STAMPS
00:43 Aislinn's Teaching Journey
01:52 Applying for the Fellowship
03:38 Fear of Change and Decision
06:32 Tradeoffs and Master’s Funding
07:15 Why It’s Only Two Years
09:13 Returning Refreshed
11:52 Sharing the Move Online
15:17 Qualities of Teacher Fellows
19:06 Imposter Syndrome and Team Balance
21:03 Relationships First
21:36 Teacher Wellbeing Boundaries
23:26 Rest Is Productive
25:23 Priorities And Time
27:13 Drama Builds Confidence
29:59 Showtime In Class
34:14 Planner Born In Covid
38:20 Helping Teachers Take Risks
39:10 Leap Of Faith Closing
[The Growth in Educational Leadership Podcast
Host: Orla Dempsey]
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