Podcast: Highly Effective Leaders And The Endless Quest For Clarity
February 17, 2017
Listen to Jennifer on the Educators Lead podcast discussing "Baby Boomers, Gen Xers, and Millennials: Why Can’t We All Just Get Along?", "Becoming Generationally Savvy", "How To Prepare For Hard Conversations" abd "Highly Effective Leaders And The Endless Quest For Clarity."
Jennifer Abrams spent over 20 years in the Palo Alto School District as a lead coach and is currently an author and international education and communications consultant for public and independent schools, hospitals, universities and non-profits. Jennifer trains and coaches teachers, administrators, nurses, hospital personnel, and others on new employee support, supervision, on working effectively with different generations, having hard conversations and effective collaboration skills. Jennifer has also been recognized as one of “18 Women All K-12 Educators Need to Know” by Education Week.
About Jennifer Abrams
Jennifer Abrams considers herself a "voice coach," helping others learn how to best use their voices – be it collaborating on a team, presenting in front of an audience, coaching a colleague and supervising an employee. Jennifer holds a Master's degree in Education from Stanford University and a Bachelor's degree in English from Tufts University. She lives in Palo Alto, California. Jennifer's publications include Having Hard Conversations, The Multigenerational Workplace: Communicating, Collaborating & Creating Community and Hard Conversations Unpacked – the Whos, the Whens and the What Ifs. She has also created a Corwin Press e-course by the same name.
Work with Jennifer
Praise for Jennifer
“Jennifer has so squarely hit the mark with our teacher-leaders that she is one of the few presenters that they are always requesting when professional development is the question. Here at the University of Chicago, this acclaim and recognition does not come easily! Jennifer has a way of presenting information that gets quickly to the heart of the matter. Her ability to read the true needs of the group, regardless of the original focus, has made her a favorite among the faculty here at the University of Chicago Laboratory Schools.”