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Recent episodes
Do you Really Need Full Buy-in for PBL Implementation? | E265
Jun 23, 2026
Unknown duration
We Tried PBL… and It Didn’t Work With Our Kids (Here’s Why) | E264
Jun 9, 2026
Unknown duration
You’ve Already Done PBL… So Why Isn’t It Working? | E263
May 26, 2026
Unknown duration
Real World Learning That Actually Leads to Jobs | E262
May 12, 2026
Unknown duration
The Energy Bus for Schools With Dr. Jim Van Allan | E261
Apr 28, 2026
32m 43s
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
|---|---|---|---|---|---|---|---|---|---|
| 6/23/26 | ![]() Do you Really Need Full Buy-in for PBL Implementation? | E265 | In this episode, Ryan Steuer challenges the conventional wisdom that leaders need full buy-in before initiating meaningful change. He explores how the quest for consensus often slows down momentum and argues that true buy-in develops from progress, not from waiting for unanimous agreement. Drawing from real-life examples and experience guiding educational leaders, Ryan outlines actionable strategies for moving schools toward student-centered, project-based learning—even in the face of hesitation and imperfect alignment.Main PointsWaiting for 100% consensus often delays or derails important initiatives.Directional alignment—not perfect agreement—gets the ball rolling.Identify and empower early adopters to build momentum and demonstrate success.Progress, transparency, and sharing wins accelerate broader buy-in.Customized implementation plans tailored to each school’s unique context drive sustainable change.Sustainable systems and internal capacity are critical for long-term success.Notable Quotes"Consensus becomes a mechanism for delay. And we’re just waiting for the perfect storm to happen.""You don’t wait for buy-in, you build it. You actually get buy-in or ownership from progress."Call to ActionReady to see where your school system stands and take the next step? Visit magnifypbl.com for free resources, practical frameworks, and to access the PBL Scorecard™. Don’t let waiting hold your students back—start building momentum today! | — | ||||||
| 6/9/26 | ![]() We Tried PBL… and It Didn’t Work With Our Kids (Here’s Why) | E264 | In this episode of PBL Simplified for Administrators, Ryan Steuer, CEO of Magnify Learning, addresses the common challenges educational leaders face when implementing Project Based Learning (PBL). The episode explores why PBL can feel overwhelming for teachers and ineffective for students, identifying system gaps and mindset issues as main causes. The discussion emphasizes the importance of sustainable systems, internal supports, and a shift in culture to achieve lasting success with PBL.Main PointsCommon Struggles with PBL: Many educators feel that PBL doesn't work for their students or it is too much for teachers, but these issues usually stem from implementation gaps, not PBL itself.Importance of Systems: Effective PBL requires robust systems that persist beyond individual leaders, ensuring sustainability and consistent results.Student Readiness Myth: Research disproves the myth that students must be "ready" before engaging in PBL; in reality, PBL helps students master foundational skills.Teacher Overload: PBL feels overwhelming when it's treated as an add-on, rather than fully integrated into how schools operate through internal support, shared expectations, and strong leadership modeling.Cultural Transformation: When properly supported, PBL changes school culture, empowering teachers, engaging students, and creating a cycle of continuous improvement.Grassroots Movement: Success comes when everyone—from the leadership team to teachers—shares the vision and commitment to PBL, becoming a self-sustaining force within the school."If the work you're doing doesn't last beyond you, it was never a system.""The research shows that your kids actually need project based learning to master the basics of literacy and math.""What if the implementation just wasn't spot on? What if there's a better way?"Call to ActionReady to transform your school's approach to PBL and create lasting change? Visit magnifypbl.com to take the next step in your PBL journey. | — | ||||||
| 5/26/26 | ![]() You’ve Already Done PBL… So Why Isn’t It Working? | E263 | In this episode, Ryan Steuer addresses a common challenge faced by school leaders: “We’ve already done Project Based Learning (PBL), but it’s not working.” Drawing on real case studies and over a decade of experience, Ryan explores why initial PBL efforts often stall and what it takes to create a sustainable, high-quality PBL system. He discusses the difference between surface-level implementation and authentic, empowering PBL practice, and offers actionable guidance for leaders to build systems that last, drive engagement, and achieve meaningful student outcomes.Main PointsMany schools have invested in PBL training, but often see limited or short-lived impact, lacking authentic engagement and student empowerment.A common pitfall is focusing on process—forms, rubrics, and end products—without prioritizing authenticity, real-world relevance, and community partnerships.Authentic PBL demands robust, meaningful interactions with community partners, not just presentations to peers and teachers.Success in PBL requires a system at every level—district, school, and classroom—that fosters ongoing reflection, innovation, leadership alignment, and internal teacher capacity.To grow a culture of sustained excellence in PBL, schools need to build internal support and leadership, including PBL-certified teachers who can onboard new staff and lead professional development.The ultimate goal is for schools to operate independently, continually innovating and improving PBL practices without reliance on outside trainers.“If you’ve already done PBL and your classrooms aren’t producing lights out, newsworthy end products, it’s probably because you’re missing community partner engagement and you’re lacking a system that understands what high quality, authentic project based learning should look like.”"You don’t have a PBL process problem—you have an authenticity problem and a systems problem.""If it doesn’t last without you, it was never really a system. It was your passion. But I want you to have a system, a system that works without you."Call to ActionReady to move from “we’ve already done PBL” to authentic, sustainable project-based learning? Visit magnifypbl.com to access resources and take the next step in building a high-impact PBL system for your school or district. | — | ||||||
| 5/12/26 | ![]() Real World Learning That Actually Leads to Jobs | E262 | In this leadership guest episode, Frank Oldani and Matt Fry from Belvidere School District 100 in Illinois share their insight on doing school differently and advancing career readiness in K-12 education. The conversation covers building strong community partnerships, redefining career pathways beyond traditional college, and practical steps for sustainability in student programs. Listeners will find actionable tips, real-world stories, and best practices that can be applied in districts across the country.Main PointsTransforming School Approaches: Both Frank and Matt discuss their journey from traditional teaching to innovative, student-centered practices focusing on career and technical education (CTE).Career Readiness Pathways: They outline the four-year progression for students: career exploration in freshman year, exposure and site visits in sophomore year, job shadowing in junior year, and work-based learning or internships as seniors.Building and Sustaining Partnerships: The importance of developing trust with community partners and celebrating small wins is emphasized, along with practical methods for expanding and maintaining collaboration.Essential Employability Skills: The episode highlights that skills like cultural competency, growth mindset, initiative, and professional communication remain foundational for student success, even as job markets change.Advice for Educators: Both guests stress the value of teamwork, taking chances, looking inward to schools as career partners, and the need for marketing student successes to ensure program sustainability.Quotes“It’s less about preparing kids for a specific job and more preparing them to be able to adapt.” — Matt Fry“You work really hard...and you celebrate the little wins, that one kid and that one partner you brought together.” — Frank Oldani“You’re going to get disappointed, but if you stay true to the student needs, everything works out.” — Frank OldaniCall to ActionReady to deepen your leadership and innovate career readiness in your own district? Visit magnifypbl.com for resources, guides, and connections to help you lead inspired! | — | ||||||
| 4/28/26 | ![]() The Energy Bus for Schools With Dr. Jim Van Allan | E261✨ | school cultureleadership+4 | Dr. Jim Van Allan | Energy Bus for Schools | — | school cultureleadership+8 | — | 32m 43s | |
| 4/21/26 | ![]() The Power of PBL Networks for Leaders | E260 | This episode of the PBL Simplified Podcast centers on the transformative power of professional networks in driving successful Project Based Learning (PBL) implementation. Host Ryan Steuer introduces the launch of PBL Networks, a platform designed to connect innovative educational leaders who are actively working to reshape schools through PBL. He emphasizes that while conferences provide valuable knowledge, it is the relationships and ongoing collaboration that truly move initiatives forward. Ryan highlights real-world success stories, including a CTE leader who built a thriving entrepreneurial center where students secure high-paying jobs and win competitive business challenges. The episode underscores how learning from experienced practitioners can help leaders avoid common pitfalls and accelerate implementation. Listeners are encouraged to leverage shared insights, resources, and roundtable discussions within these networks to make informed decisions and build sustainable programs. Ultimately, the episode reinforces the idea that systemic educational change requires collaboration among forward-thinking leaders. By connecting innovators and fostering shared learning, PBL Networks aims to scale impactful practices and support the broader goal of widespread PBL adoption in schools. Main Topics & Discussion Topic #1 [0:00] – The real value of conferences: relationships over contentTopic #2 [1:15] – Introduction to PBL Networks and their purposeTopic #3 [2:04] – Success story: building a high-impact CTE entrepreneurial centerTopic #4 [3:43] – Avoiding common implementation mistakes through shared experienceTopic #5 [5:27] – Access to resources, funding strategies, and certification successTopic #6 [7:07] – Vision for scaling PBL through connected innovators Community & Calls to Action Join the network: pblnetworks.com Subscribe to the PBL Networks podcast Participate in roundtables and access archived resources Rate and review the podcast to support other school leaders Connect with fellow innovators to drive meaningful change in education | — | ||||||
| 4/14/26 | ![]() How One District Built a Waitlist for CTE With Dr. Jeremy Qualls | E259 | This episode of the PBL Simplified Podcast for Administrators features Dr. Jeremy Qualls, Director of the Entrepreneurship and Innovation Center in Williamson County, Tennessee. Jeremy shares how his district is redefining Career and Technical Education (CTE) by blending workforce readiness, entrepreneurship, and real-world problem solving into a dynamic, student-centered model. Moving beyond outdated perceptions of “vo-tech,” Jeremy highlights how modern CTE programs can prepare students for both high-paying careers and elite college admissions through authentic learning experiences. A central theme is the power of community partnerships. From collaborating with Caterpillar to co-develop workforce pipelines, to working with the Tennessee Titans on real marketing challenges, students are solving real problems with real stakes. Jeremy emphasizes that nothing in their program is hypothetical—students build businesses, pitch ideas, and learn through failure. He also underscores the importance of culture, relationships, and flexibility in leadership. By prioritizing student voice, authentic work, and adaptive teaching practices, his team has created a high-demand program with waitlists and measurable success. Ultimately, this episode challenges school leaders to rethink traditional education models and embrace innovative, partnership-driven approaches that truly prepare students for the future. Community & Calls to Action Follow Dr. Jeremy Qualls and the Entrepreneurship & Innovation Center on LinkedIn Visit the campus or attend the ribbon cutting (August 7) Connect with local industry partners to bring real-world problems into classrooms Reflect on your district’s CTE vision—are students doing real or hypothetical work? Share this episode with fellow administrators and leave a review to support the show | — | ||||||
| 3/3/26 | ![]() Mind Shifting for School Leaders With Mitch Weisburgh | E258 | In this leadership episode, Ryan sits down with Mitch Weisburgh to explore Mind Shifting — a brain-based framework designed to help educators and leaders develop resourcefulness, resilience, and constructive collaboration. If you lead a school or district, this episode digs into: Emotional regulation under pressure Conflict resolution styles Brain science behind stress and decision-making How to create long-term engagement and agency in staff and students The conversation connects directly to PBL environments, where collaboration, innovation, and engagement are essential. What Is Mind Shifting? Mitch defines Mind Shifting as the ability to intentionally move from reactive survival thinking to resourceful, solution-focused thinking. It consists of three core elements: 1. Resourcefulness Recognizing when you’re “stuck” or emotionally triggered Quieting the reactive brain (limbic system) Accessing executive function for critical thinking, innovation, and connection Helping students co-regulate and self-direct When leaders stay resourceful, they model it for staff and students. 2. Resilience Resilience isn’t “pushing through failure.” It’s removing the concept of failure altogether. Instead: Try something. Gather information. Adjust. Mitch shares the story of a Finnish superintendent who didn’t view initiatives as failures — only experiments that produced data. Key shift:From “Did this work?”To “What did we learn?” 3. Conflict & Collaboration Conflict is inevitable. The question is how we use it. Mitch explains five conflict resolution styles: Compete – “Do it because I said so.” Accommodate – Giving the other person what they want. Avoid – Delay or disengage. Compromise – Both sides give up something. Collaborate – Expand the solution to meet both parties’ needs. No style is inherently wrong.Effective leaders are flexible and intentional. True long-term change requires collaboration — especially in PBL environments. The Brain Science Behind It When stressed: The limbic system activates. Cortisol and adrenaline flood the brain. Logical thinking decreases. Defensiveness increases. You cannot reason someone out of a survival state. This applies to: Students Teachers Administrators Skeptical staff Regulation first. Logic second. The Sage Mindset for Leaders In chaotic weeks (which every principal knows well), Mitch recommends adopting a Sage Perspective: Step 1: Is This Really Important? Apply the Pareto Principle: 20% of issues = 80% of impact Don’t overinvest in low-impact frustrations Step 2: Identify the Gift Every challenge offers one of three gifts: Gift of Learning – What did I learn? Gift of Practice – What skill did I practice? Gift of Intention – What action will this trigger? That action could be: A personal reset/reward A collaborative discussion A strategic adjustment This reframes stress into growth. Strength-Based Feedback: The CASES Framework Mitch shares a structure used in Finland called CASES: C – Context (What happened, factually) A – Action (What the person did) S – Strength (What positive trait showed up) E – Effect (Impact of the action) S – Step Forward (Collaboratively decide next move) It shifts discipline from confrontation to development. The key: Practice it until fluent.You won’t access structure in the heat of the moment without rehearsal. Application in PBL Environments Ryan reflects on how: High-trust classrooms allow occasional “compete” moments. Emotional regulation prevents power struggles. Psychological safety enables challenge and growth. Agency lowers cortisol. In Magnify Learning PBL workshops: Clear outcomes reduce anxiety. Chunked steps prevent overwhelm. Participant-driven “Need to Know” sessions build ownership. Brain science explains why this works. How to Handle Skeptics You don’t debate them. When people are in survival mode: Stress hormones block logic. Evidence won’t land. Instead: Frame mind shifting as a way to improve critical thinking and perseverance. Let personal realization happen naturally. Focus on student outcomes first. People buy in when they see themselves in the process. Practical Takeaways for School Leaders Emotional regulation is leadership currency. You model the nervous system of your building. Collaboration builds long-term commitment. Conflict can produce better solutions — if handled intentionally. Practice structured communication before you need it. Agency lowers fear. Resilience = experimentation, not perfection. Resources and links: MindShifting with Mitch newsletter: https://mindshiftingwithmitch.blog/ MindShifting with Mitch website: https://www.mindshiftingwithmitch.com/ Book: MindShifting, Stop Your Brain from Sabotaging Your Happiness and Success: https://a.co/d/242NDWd Book: MindShifting, Conflict and Collaboration https://a.co/d/7sve5d0 MindShifting Courses: https://events.humanitix.com/host/mitchell-weisburgh Mitch's LinkedIn: https://www.linkedin.com/in/mweisburgh/ Mitch's Instagram: https://www.instagram.com/weisburghm/ Mitch's X: https://x.com/weisburghm | — | ||||||
| 2/3/26 | ![]() Project Based Learning and Brain Science With Dr. Lisa Riegel | E257 | What if student behavior problems, burnout, and disengagement aren’t discipline issues… but brain issues? In this powerful leadership episode, Ryan sits down with Dr. Lisa Riegel—author, neuroscientist, and education innovator—to explore how brain science, motivation, and belonging intersect with Project Based Learning. Lisa explains why today’s students seem “different,” how stress shuts down learning, and why schools must shift from compliance to psychological safety, relevance, and identity-based belonging if they want real engagement. If you’re leading a PBL shift, this episode will give you a science-backed roadmap for how to get humans—not just systems—to move. What You’ll Learn Why executive function and motivation are declining in students How stress literally turns off the thinking brain The “expectancy-value” equation behind student motivation Why voice and choice unlock engagement at a neurological level How collective identity drives belonging and behavior Why adult culture must change before student culture can How to lead innovation without triggering fear-based resistance Why soft skills are the new currency of career readiness How AI is changing what it means to be “educated” Big Ideas from the Episode 🧠 Learning is a brain state When students feel unsafe, judged, or powerless, their brains switch into survival mode. Thinking shuts down. PBL works because it gives students control, relevance, and purpose—lowering stress and raising executive function. 📈 Motivation is math Lisa explains the Expectancy-Value Theory: Motivation = “I believe I can” × “I care about this” If either side is zero, motivation collapses. That’s why irrelevant worksheets and rigid instruction fail—even with “good” kids. 🤝 Belonging is not optional If a student walks into class and feels like they don’t belong, their brain perceives danger. Fight, flight, freeze, or tune-out follows. Strong classroom identity isn’t a feel-good extra—it’s neurological survival. 🧑🏫 Adults need psychological safety too Change feels dangerous to the brain—especially for high-performers who fear becoming beginners again. That’s why leadership must start with trust, celebration, and permission to fail. Leadership Strategies Discussed Creating adult PBIS systems that build real relationships Using authentic celebration tied to growth Starting innovation with early adopters Supporting “willing but not able” staff Reducing resistance by staying inside people’s Zone of Proximal Development Why This Matters Right Now AI is offloading human thinking at an alarming rate. In five years, success won’t be about what students know—it will be about how they think, regulate stress, solve problems, and work with others. Resources and links: www.lisariegel.com https://www.linkedin.com/in/lisariegel/ www.epinstitute.net www.jakapa.com Neurowell book link Aspirations to Operations book link | — | ||||||
| 1/6/26 | ![]() Reimagining CTE Through Partnerships and Purpose With Jason Lucia | E256 | What happens when Career and Technical Education stops operating in silos and starts acting like a true regional partner? In this leadership conversation, Jason Lucia shares how he is redesigning CTE to expand access, strengthen district collaboration, and connect students directly to meaningful, high-wage career pathways. From innovative shared-campus programs to deep industry partnerships, this episode offers a bold vision for what CTE can become when leaders put kids first and challenge the status quo. Key Takeaways CTE as a Place for ReinventionJason describes CTE as a space where students can walk through a “magic door”—leaving behind labels, past academic struggles, or fixed expectations—and redefine who they are. CTE provides alternative pathways where hands-on learning, purpose, and relevance drive student success. Breaking Down District SilosRather than pulling students out of their home schools, Jason’s team partners with districts to embed CTE programs directly inside existing buildings. Programs like Aspiring Educators allow students to remain in their schools while gaining CTE credit, aligning standards, and engaging in authentic project-based learning. Real Workforce Outcomes for StudentsStudents in Central Westmoreland’s programs are graduating with job offers, paid internships, and industry credentials. Examples include lineman students earning $65,000–$70,000 starting salaries and welders transitioning into paid internships with full benefits before graduation. These outcomes redefine what postsecondary readiness looks like. Industry Partnerships Built on TrustJason explains how industry partners gain access to students by actively participating in the learning process. Through a structured VIP partnership model, businesses engage early, build relationships with students, and experience the program firsthand—creating a true two-way partnership rather than a transactional pipeline. Leadership That Starts with StoriesChange doesn’t start with policy—it starts with people. Jason emphasizes the importance of collecting and sharing student success stories to build buy-in with superintendents, boards, and community partners. One strong story can open the door to collaboration that scales across an entire region. Leadership Reflection Where are CTE opportunities siloed in your system—and what would it take to open access? How might partnerships with districts and industry expand opportunities without adding new buildings or programs? What student success stories are you ready to tell to move the conversation forward? Action Step Start building a portfolio of student success stories—academic, personal, and career-based. Use those stories to initiate conversations with district leaders, community partners, and industry about what’s possible when you design CTE around students instead of systems. PBL Readiness Scorecard: Assess your school or district’s readiness for Project Based Learning and receive personalized next steps at pblscore.com | — | ||||||
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| 12/30/25 | ![]() A Simple Reflection Protocol Every School Leader Should Use | E255 | As the year comes to a close, great leaders don’t just move on—they pause, reflect, and intentionally prepare for what’s next. In this episode, Ryan Steuer shares a powerful four-bucket reflection protocol used at Magnify Learning to help leadership teams identify what’s working, what’s broken, what’s confusing, and what truly mattered most. This simple but effective structure can be used at the end of a school year, quarter, or major initiative—and it creates clarity, trust, and momentum for the future. The 4-Bucket Reflection Protocol 1. What Worked Leaders begin by naming the practices, systems, and initiatives that genuinely moved the work forward. Examples include: Improved meeting structures or rhythms Classroom walkthroughs that led to visible instructional shifts Communication strategies that strengthened alignment Initiatives with a clear beginning, middle, and end This step reinforces progress, boosts morale, and helps teams identify what should continue. 2. What’s Broken Next, teams openly name systems or processes that didn’t work as intended. These might include: Meetings that lack purpose or impact Communication processes that vary across schools Initiatives that sounded good but fell flat in practice This bucket invites honest feedback without judgment and signals that leadership is listening—and willing to improve systems, not blame people. 3. What’s Confusing Confusion often hides beneath the surface, especially in complex systems. This bucket creates language for naming unclear expectations or mixed messages. Common examples include: Conflicting directions about autonomy vs. compliance Overlapping initiatives with unclear priorities Communication that unintentionally sends mixed signals Addressing confusion strengthens trust and prevents frustration from turning into disengagement. 4. Favorites The final bucket captures what filled people’s cups—the moments that mattered most. Favorites often include: Powerful PBL units and student exhibitions Community partnerships that exceeded expectations Student stories that reminded teams why the work matters This bucket reveals what motivates the team and where leaders should invest more energy moving forward. Why This Protocol Works Encourages honest, structured reflection Creates shared language for feedback Improves systems without defensiveness Strengthens culture and psychological safety Helps teams get 1% better through clarity Ryan emphasizes that many issues—especially confusion—can be resolved immediately once surfaced. Over time, this protocol becomes part of the team’s culture, not just an annual exercise. How to Use It End of the calendar year or school year Quarterly leadership reflection After a major initiative or rollout With district teams, principals, or coaches Leaders can run it individually first, then with teams to maximize insight and impact. Resource Mentioned PBL Readiness Scorecard: Assess your school or district’s readiness for Project Based Learning and receive personalized next steps at pblscore.com | — | ||||||
| 12/23/25 | ![]() What Great Leaders Do When School Is Quiet | E254 | When the building is quiet but the work isn’t done, what should leaders actually be doing? In this episode, Ryan Steuer breaks down how top-tier school leaders use those “in-between” days—when students and teachers are gone, but administrators are still on contract—to create clarity, momentum, and renewal. Rather than reacting to email or busywork, high-performing leaders use this rare space to plan long-term, reconnect with key relationships, and rest in ways that genuinely refuel them. This episode is a practical guide to using quiet seasons to strengthen leadership impact and prepare for what’s next. Key Topics Covered 1. Long-Term Planning Over Short-Term Noise Top leaders use quiet days to focus on deep, strategic work—not inbox cleanup. Ryan challenges administrators to identify the one thing that would move their work forward 5x or 10x, rather than reacting to urgency. How to find the “signal” in the middle of constant noise Why long-range planning gets pushed aside—and why that’s a mistake Aligning district strategic plans with real, day-to-day work Using coaching or consulting conversations to gain clarity and direction 2. Rebuilding and Strengthening Relationships Leadership can unintentionally sideline important professional relationships. These quieter days offer rare opportunities to reconnect with trusted peers, mentors, and thought partners. Why meaningful relationships often get canceled during busy school weeks How to intentionally reconnect with other high-capacity leaders Using these conversations to test bold ideas and innovative thinking Creating space for both personal and professional reflection 3. Redefining Rest for High-Capacity Leaders Rest looks different for driven leaders. Ryan reframes rest as something intentional and personal—not just doing nothing. Why “doing nothing” isn’t always restorative Defining what actually refills your energy Examples of active, reflective, and creative rest How clarity and purpose reduce stress more effectively than downtime alone Big Takeaways Quiet days are leadership opportunities, not leftovers Clarity reduces stress more than productivity hacks Relationships fuel long-term leadership success Rest must be defined personally to be effective Action Steps for School Leaders Identify one strategic priority that deserves deep focus Schedule at least one meaningful leadership conversation Define what true rest looks like for you—and plan for it intentionally Use quiet seasons to prepare for the demands of the year ahead Resources Mentioned PBL Readiness Scorecard™: Assess your school or district’s readiness for Project Based Learning and get targeted next steps at pblscore.com | — | ||||||
| 12/16/25 | ![]() How to Plan a PBL Movement | E253 | In this episode of PBL Simplified for Administrators, Ryan Steuer breaks down how school and district leaders can intentionally plan and sustain a Project Based Learning (PBL) movement—without waiting for the “perfect time” or burning out their staff. This is a practical, leadership-focused roadmap for turning PBL from a few isolated classrooms into a lasting system-wide shift. 🔑 Key Topics Covered 1. Don’t Wait for Summer PBL momentum doesn’t have to wait for summer professional development. Ryan makes the case for moving during the school year—especially in the second semester—when leadership teams can see PBL in action, experience the culture, and begin shaping a real plan instead of talking in theory. 2. See the Work Before You Lead the Work The fastest way to understand PBL is to experience it live in a model school. Ryan explains why bringing a leadership team—not just one administrator—creates shared understanding, shared language, and long-term alignment. This isn’t a “dog and pony show”; it’s real classrooms, real students, real questions. 3. Innovators First Not everyone needs to be on board on day one. Ryan walks through the innovation curve and explains why PBL work should start with innovators and early adopters—then spread through visible success in your own building. Laggards aren’t the problem; they’re just not first. 4. Mission, Vision, and Values That Actually Get Used A PBL movement requires more than a framed mission statement. Leaders must collaboratively define and live their mission, vision, and values—along with openly naming hopes and fears. When teams feel heard, resistance drops and trust increases. 5. Teacher Voice Is Non-Negotiable Teachers talk to teachers first. That’s reality. Ryan explains why teacher representation on leadership teams accelerates buy-in, builds credibility, and creates early classroom wins that convince the early majority far more effectively than mandates ever could. 6. The Power of a Clear, Written Three-Year Plan Short-term initiatives fail. A transparent, written three-year plan signals commitment, stability, and seriousness. Ryan shares why teachers rightfully wait out initiatives—and how a long-term plan with coaching, training, and internal capacity building changes that dynamic completely. 7. Leadership Teams Over Lone Heroes Top-performing schools don’t rely on one visionary leader. They build leadership teams—and teams within teams—to handle innovation, coaching, community partnerships, and reflection. Sustainable PBL requires distributed leadership, not superhuman administrators. 🧭 Ready to See Where You Stand? Ryan introduces the PBL Readiness Scorecard™, a free interactive tool that helps leaders identify strengths, growth areas, and next steps across vision, leadership capacity, and student outcomes. 👉 Take the assessment at pblscore.com | — | ||||||
| 12/9/25 | ![]() How to Be a Top 10% School | E252 | What separates a top 10% school from the other 90%? In this episode, Ryan lays out the habits, systems, and mindsets that high-performing, innovative schools share—and the traps they refuse to touch. You’ll hear why visiting model PBL schools is a game-changer, what visionary principals actually do differently, and how you can start moving your school into that top tier without waiting for summer PD. Key Topics Covered Why You Shouldn’t Wait Until Summer to Start PBL Leaders get stuck thinking they should “start PBL next year.” Ryan breaks down why the second semester is the smartest launchpad and how to get your leadership team trained now so teacher PD in the summer actually sticks. What You Experience at a Top 10% School Ryan explains why stepping into a top-tier PBL school feels different—teachers talk differently, students use real-world vocabulary like collaboration and conflict resolution, and the culture is unmistakably student-centered. Lessons from Model Schools From solar-powered Babcock Ranch in Florida to standout campuses across Missouri, Texas, Indiana, Kentucky, and beyond, Ryan highlights what visiting high-performing PBL schools will teach you about culture, process, and leadership clarity. The Mindset of a Top 10% Principal What do innovative leaders fear most? Hint: it’s not test scores. Ryan shares an interview with principal Cynthia Bruno, who says her biggest fear is students having ordinary school days—an unacceptable outcome for a true top-tier leader. What Top 10% Schools Do ✔ Build a strong leadership team Assistant principals, coaches, and teachers collaborate to shape and spread the vision. ✔ Use instructional coaches intentionally Not data clerks—actual co-teachers and PD leaders. ✔ Create a written 3-year vision If it’s not written, it’s not real. ✔ Protect their calendar with fierce precision Deep work blocks. Limited weekend labor. No white-space for chaos. ✔ Develop systems that outlive the leader So the school thrives even when leadership changes. What Top 10% Schools Don’t Do ✘ Sit-and-get faculty meetings Logistical items go in the newsletter—meetings are for collaboration and learning. ✘ Fixed mindset thinking Problems are solvable. Kids can grow. Systems can improve. Period. ✘ Hide in the office High-level leaders are visible, affirming, and vision-casting in classrooms daily. Practical Takeaways for Leaders If you want a top 10% school, you can’t behave like the 90%. Build leadership capacity before summer. Visit innovative schools—they’ll change your vision instantly. Anchor everything in a clear, simple, repeatable vision. Protect your time so you can do the meaningful work. Call to Action If you're ready to launch PBL with clarity and momentum, check out the on-demand and in-person webinars at pblwebinar.com. And if you want to visit a model PBL school, we can help you connect with one in your region. | — | ||||||
| 12/2/25 | ![]() 5 Reasons People Don't Do PBL | E251 | In this episode, Ryan shares the honest, often-overlooked reasons school leaders struggle to launch Project Based Learning—even when everyone knows it works. Whether you’re wrestling with teacher buy-in, traditional systems, or shifting school culture, this episode breaks down the five biggest barriers and gives you practical ways to overcome them. What We Cover 1. Wrong pitch, wrong audience Most PBL rollouts fail at hello. Innovators, early adopters, and the early majority need different invitations. You can’t pitch the same way to everyone and expect momentum. 2. Traditional education inertia is real We’ve operated in a traditional learning model for over a century. It’s comfortable, predictable, and familiar. PBL requires pushing a giant cultural boulder—but there is a way to move it. 3. Teachers are trained, but leaders aren’t ready When instructional practices evolve but evaluation, systems, and PD don’t, teachers eventually retreat back to what’s safe. PBL collapses when leadership isn’t aligned and trained. 4. Leaders are trained, but teachers aren’t equipped Top-down mandates always fail. Ryan explains how to build a “grassroots movement” where teachers ask for PBL—without forcing it. 5. They don’t know how awesome PBL really is When educators visit authentic PBL schools, witness the culture shift, talk to students, and see the engagement—everything changes. Most resistance is lack of exposure. Key Takeaways Buy-in isn’t about convincing—it’s about invitations. PBL fails when leadership, teachers, and systems aren’t aligned. Traditional learning inertia is strong, but it can be redirected. The best way to grow PBL isn’t mandates—it’s movement-building. When educators see PBL done well, they want in. Real-World Examples Mentioned Building internal PBL systems in Missouri and Ohio Site visits to PBL model schools like Rise Elementary and Columbus, Indiana How schools see immediate improvements in: Engagement Attendance Discipline Test scores Connect With Ryan: ryan@magnifypbl.com | — | ||||||
| 11/25/25 | ![]() Innovations Within Education With Simon Holzapfel | E250 | Simon Holzapfel, the CFO and Co-founder of Leaf Lab, joins the podcast to share his experience in education, leadership, and business, describing himself as a "PBL fanboy". Simon asserts that PBL was the heart of education because it caused the learning to bond to something other than just the head, such as the body or heart, making the subject matter truly matter. He clarifies the crucial distinction between progressive education—which offers specific forms of scaffolding and flexible structure—and the dangerous lack of structure found in permissive education. Simon offers insights on avoiding leadership mistakes, managing burnout, and the sustainable implementation of Project-Based Learning (PBL). He details how Leaf Lab partners with schools to use real-world problems from local companies to provide students with a digital portfolio and two professional certifications. Main Points PBL is Foundational Learning: Simon has been a PBL supporter since watching his dad teach project-based inservices in the eighties. He states that PBL was the thing and that PBL is actually how humans just learn best because it lets the "full spectrum bulb" of humanness be necessary to the learning. Defining Progressive Education: Simon notes that the progressive ed movement in America now is still not totally clear on the difference between progressive and permissive. Progressive education involves building young people for the future by providing specific forms of scaffolding targets and a structure that's flexible. PBL, in contrast to the permissive fear that it means "whatever, man," requires structures, processes, and instructional models. The Leaf Lab Model: Leaf Lab is a highly structured but flexibly scaffolded environment. The lab's PBL model is designed specifically for local companies to bring small back burner problems to their school's lab. This directly helps capacity-constrained companies by having smart college students work with young entrepreneurs in their twenties or thirties. Student Outcomes and Professional Life: The lab rejects the idea that an outdated standard of care should affect any kid's path to a professional life. Each kid exits the lab with precisely that digital portfolio and two professional certifications to show employers they solved a project using specific tools. PBL Sustainability and Vision: Leaf Lab partners with public schools, high schools, and college universities globally to bring PBL to life. For sustainability, the partnership model focuses on building up the school's own people and systems. The work is how educators have "always wanted to lead". Simon believes there is a very specific wellness case to be made for PBL, as it stops school from "sucking" for kids and makes it relatable. Takeaways Leadership Team is Non-Negotiable: A school leader must understand how much a good leadership team is the only thing that's going to make it work. It's about the team. The mistake is thinking you can be the only leadership team. Avoid Key Implementation Mistakes: Simon lists mistakes he made that are common: going too fast, and not building the team first (or not aligning the team). If you don't have a team when trying to do something different, "you're toast". Measure Success by Community Values: Innovation efforts should be measured using metrics dependent upon what the community values. A specific metric is asking parents, "Has your kids smiled yet in going to school?" and taking pictures of the child smiling as evidence that something is working. Lead with Service and Integrity: If you are going to be an authentic service leader, serve your opponents harder than your fans. Additionally, do not allow other people's feelings and comfort to be the bottleneck to your student's future. Communicate Change Effectively: When speaking to the board, leaders should anchor their arguments in local economic development and should prioritize speaking about child well-being to overcome antiquated mindsets. | — | ||||||
| 11/18/25 | ![]() CTE and PBL: Real-World Learning at Its Best | E249 | In this episode, Ryan shares his firsthand experience visiting Calvert County’s Career and Technical Education (CTE) program, where Project-Based Learning (PBL) and hands-on technical education intersect to create incredible outcomes for students. The visit highlights how authentic projects, structured pedagogy, and real-world experiences are transforming student engagement and post-graduation success. Ryan explores how CTE teachers—often experts from the professional world—are empowered through PBL frameworks to deliver deeper learning and stronger instructional design, creating classrooms that mirror real workplaces. 🧠 Key Takeaways PBL + CTE = Powerful Synergy: CTE programs are naturally authentic, but PBL provides the structure and pedagogy to turn projects into powerful learning experiences. “You’re surrounded by authentic projects—PBL just gives you the structure to make them run smoother.” High Certification Success: Calvert County’s CTE students boast a 92–96% certification pass rate across 600+ students, with state funding helping all learners access these career-ready credentials. Real-World Learning Environments: From medical labs with responsive mannequins that simulate symptoms to full-scale welding and automotive shops, students gain real-world experience while still in high school. Career Confidence Before Graduation: Students discover early whether a career path fits them—saving years of college and debt. Many graduates step directly into six-figure careers in welding, HVAC, and other skilled trades. Changing the Narrative Around CTE: Ryan challenges districts to celebrate CTE achievements the same way they celebrate college signings. “Why aren’t we parading these success stories around districts?” Cross-Disciplinary Excellence: Calvert County proves that CTE isn’t a “second track.” Students can take AP English while mastering welding, HVAC, or electrical systems—bridging academics and real-world application. Sustainability Through Customization: Magnify Learning customizes every workshop to fit each program, ensuring sustainable growth and internal innovation within districts. 🧰 Resources Mentioned CTE + PBL Webinar: pbwebinar.com Learn how PBL structures elevate CTE teaching and learning. Schedule a Partnership Call: callmagnify.com Explore customized PBL training for your CTE program. 🎯 Call to Action If you’re a school leader ready to: Blend PBL into your CTE program Increase student engagement and certification success Build real-world, sustainable learning models ➡️ Visit pbwebinar.com or callmagnify.com to get started. And if you’re proud of your CTE program—reach out to be a podcast guest and share your success story! | — | ||||||
| 11/11/25 | ![]() Finding Joy in Leadership with Amy Balsbaugh | E248 | In this inspiring leadership episode, Ryan Steuer talks with Amy Balsbaugh, principal and researcher on joy and well-being in school leadership. Together, they unpack practical ways school leaders can protect their joy, model balance, and lead with gratitude—even in high-demand environments. Amy shares her research on the 10 strategies that help principals sustain joy despite the challenges of modern education, and she dives into her favorites—gratitude, relationships, and strength-based leadership. Whether you’re a veteran administrator or just starting out, this conversation reminds you that joy isn’t optional—it’s essential to long-term impact. 🧭 Key Topics Why joy is essential in education, not optional The connection between well-being and leadership longevity Top 3 practices from Amy’s dissertation: Gratitude — daily reflection or notes of appreciation Relationships — surrounding yourself with uplifting peers Strength-based leadership — leaning into your natural gifts How to establish healthy boundaries that fit your lifestyle Creating a culture of celebration with ideas like “Bonnie the Bee” The power of micro-steps to shift mindset and reclaim joy Protecting joy during tough seasons—without toxic positivity Ideas for embedding joy and wellness into principal preparation programs 🛠️ Practical Takeaways ✅ Write down 3–5 things you’re grateful for daily ✅ Schedule “no work” zones (like no emails after 8 PM) ✅ Start team meetings with a quick celebration ✅ Identify your top strengths and use them intentionally ✅ Find your “people” — mentors or peer leaders who understand the work ✅ Create joy rituals that fit your school culture (bells, notes, mascots, etc.) 📚 Resources Mentioned Amy’s Instagram: @joyfulprincipalship Website: amybalsbaugh.com | — | ||||||
| 11/4/25 | ![]() Why 21st Century Skills Matter More Than Ever | E247 | In this episode, Ryan Steuer breaks down why employability skills—communication, collaboration, problem solving, and agency—are what truly prepare students for life beyond school. Drawing from his business background and classroom experience, Ryan connects how PBL builds the exact skills employers and communities say they need. He challenges school leaders to move beyond test prep and toward preparing learners for the real world—where teamwork and adaptability win every time. 💡 Key Takeaways Engagement drives achievement: Schools like Dixie Elementary moved from a D to an A after implementing PBL—engaged learners perform better. Employability skills > rote learning: No one is hiring for “filling in bubbles.” Employers want communicators and collaborators. Real world > theoretical world: Ryan shares his own story from corporate life, where technical knowledge mattered less than people skills. PBL as the structure: Instead of trying to “add” soft skills, PBL is the framework that develops them. Examples that stick: From designing community gardens to creating murals that tell local stories, learners in PBL find authentic purpose in their work. 🧠 Featured Story Eliia’s Mural Project — A quiet student discovered her voice through a PBL unit on designing a community space. Her mural idea gained real funding and became a lasting contribution to her city. That’s real impact—learning that leaves a mark. 🏫 Why It Matters for Administrators PBL turns classrooms into microcosms of the real world. It develops agency, adaptability, and empathy—skills traditional tests miss. Leaders who prioritize these experiences shift their school culture toward authentic learning. 🗓 Upcoming Opportunities Free PD Day: November 19 in Columbus, IN — Visit pblnetworks.com to register for a model school visit and experience live PBL in action. PBL Webinars: Explore long-term planning, CTE, STEM, and Title I models at pblwebinar.com. | — | ||||||
| 10/27/25 | ![]() Building Changemaker Micro Schools with David Richards | E246 | In this leadership episode of the PBL Simplified Podcast for Administrators, host Ryan Steuer sits down with David Richards — founder of Growth Public Schools, Changemaker Micro Schools, and host of the Changemaker EDU podcast. David shares his journey from corporate banking to education entrepreneurship, his “why” rooted in serving students who don’t fit the traditional model, and how micro schools are redefining education for the next decade. The conversation dives deep into learner-centered design, micro school development, district innovation, and the leadership mindset needed to create transformative change within schools of any size. 🧭 Key Topics David’s Why: Leaving banking for education to serve students like his family — those who struggled in traditional systems. Growth Public Schools: How David founded a learner-centered public charter school focused on self-directed and project based learning. Rise of Micro Schools: The resurgence of small, relational, multi-age learning communities — “a redux of the one-room schoolhouse.” Public vs. Private Micro Schools: How districts can innovate within existing systems and use micros to reach underserved students. School Within a School Model: How large districts can pilot small, PBL-driven environments inside comprehensive schools. Lessons for Traditional Schools: What larger schools can learn from micro schools about relationships, self-direction, and personalization. Future of Education: A look ten years ahead — micro schools influencing 5–10% of students and reshaping how learning works across the U.S. Changemaker EDU Network: How David’s team helps educators launch and sustain high-quality micro schools through coaching, resources, and community. Staying Grounded: David’s reflections on purpose, alignment, and personal balance through meditation and family focus. Resources and links: whatispbl.com Connect with David: LinkedIn Growth Public Schools Changemaker Micro Schools Changemaker EDU podcast | — | ||||||
| 10/21/25 | ![]() Is PBL Too Hard? | E245 | In this episode, Ryan tackles a question that’s been floating around education circles: “Is Project Based Learning too hard?” Spoiler: No—it’s not too hard when done the right way. Drawing from over a decade of work in schools across the country, Ryan breaks down why some districts struggle to sustain PBL, how Magnify Learning is helping schools build internal capacity, and what it really takes to make PBL thrive long-term. 🧩 Key Takeaways The Big Goal: 51 by 51 Magnify Learning’s mission is bold: help 51% of schools implement PBL by 2051. To get there, we’re building sustainable systems—not dependency models. The goal is for schools to lead their own innovation. Sustainability > One-Time Training Schools that succeed with PBL train both leaders and teachers simultaneously—and pair that with ongoing coaching. A three-day workshop alone won’t cut it. Without in-year coaching, teachers hit roadblocks and stall out. Coaching Is the Game-Changer Just like students need scaffolding, teachers need ongoing support. When teachers have access to a coach, they don’t give up—they push through and grow. Leadership Mindset Matters Allowing PBL isn’t the same as supporting it. Effective administrators create structures, adjust schedules, and celebrate success stories. Leadership teams must model reflection, collaboration, and innovation. PBL Works—Everywhere Urban, suburban, or rural… public, private, or charter—PBL thrives when leaders commit to mindset and structure shifts. Ryan shares real examples: A Lexington model school whose 6th graders designed their city flag Florida schools leading conservation projects Indiana schools partnering with individuals who have intellectual disabilities Integration Is Key PBL isn’t “one more thing.” It’s the framework that brings together SEL, literacy, evaluation systems, and career readiness. The best districts use PBL to connect existing initiatives—not replace them. 💡 Ryan’s Rant (and Reminder) “Is PBL too hard? If you don’t support it—yes. But if you train, coach, and structure it right—it’s the most powerful way to engage teachers and learners.” Jump in here: Free resources: whatispbl.com Join a webinar: pblwebinar.com Schedule a call: callmagnify.com | — | ||||||
| 10/14/25 | ![]() Building a School That Changes Lives with Matt DeHart | E244 | In this powerful leadership episode, host Ryan Steuer sits down with Matt DeHart, founder of Teach from DeHart Academy and Teach from DeHart Foundation, to explore what it looks like to build a school model that transforms both students and families. Matt shares how his personal “why” is rooted in generations of educators, how travel and real-world experiences elevate academics, and how his two-generation school model is revitalizing a Pennsylvania community. 🧭 Key Topics & Takeaways 1. The Power of Purpose Matt’s why comes from his family legacy of service and sacrifice. “I want to plant as many trees as possible that I’ll never see the fruit of.” 2. Real-World Experiences Drive Real Learning Students who had never been downtown—or on a plane—learned life skills through travel and exposure. Simple experiences like ordering at a restaurant became lessons in communication, math, and confidence. Integrating life skills with academics led to dramatic academic growth in his classroom. 3. Blending Soft Skills and Academics Students learned to write checks, tip properly, analyze speeches, and eliminate multiple choice tests. Confidence grew from real success, not false praise. “We built a culture where students wanted to ‘lock in’ and speak like leaders.” 4. The Two-Generation Model At Teach from DeHart Academy, both students and parents learn. Parents can earn GEDs, attend financial planning classes, and grow alongside their children. Families graduate together—literally walking the stage side-by-side. “Educate the student, educate the parent, revitalize the community.” 5. Building Community Partnerships Matt built trust by showing up: town halls, clean-ups, home visits, and local events. Authentic relationships with city leaders and families fueled the school’s success. “Be present. Listen first. People follow consistency.” 6. Leading and Funding the Dream Teach from DeHart Academy opened debt-free through grassroots fundraising and persistence. Matt worked multiple jobs to keep the vision alive. Fundraising tip: “Don’t just share what you’re going to do—show what you’ve already done.” 7. What’s Next Expand the model globally to serve communities in South Africa, India, and Cameroon. Launch a college scholarship fund for students past and present. Spread the curriculum and model to empower other schools. Continue using speaking engagements to fund student scholarships. Resources and Links: whatispbl.com Get Matt's Book Matt's Website: teachfromdehart.org | — | ||||||
| 10/7/25 | ![]() Prevent Random Acts of STEM With Project Based Learning | E243 | In this episode, Ryan Steuer unpacks the concept of “random acts of STEM” and explains how Project Based Learning (PBL) provides the structure, authenticity, and engagement needed to make STEM meaningful. Instead of relying on flashy experiments to capture attention, Ryan shows how PBL connects science, math, and inquiry to real-world problems, community partners, and long-term engagement. What You’ll Learn in This Episode: The difference between “cool experiments” and purposeful STEM learning How PBL prevents random acts of STEM by connecting content to real-world outcomes Why engagement alone isn’t enough—students need critical thinking, inquiry, and authentic application A classroom example: an eighth-grade genetics unit where students educate parents about genetic diseases The role of community partners in helping students see career pathways in STEM Why structure matters: the six-step PBL framework that builds culture and consistency How PBL turns STEM into sustained inquiry instead of a “one-off circus trick” Key Takeaways: Flashy labs like oobleck and elephant toothpaste can be engaging but often lack deeper learning connections. PBL flips the script by giving students authentic problems that require inquiry and critical thinking. Real-world audiences (parents, doctors, community partners) drive authentic motivation. PBL gives teachers a sustainable model so they don’t have to “one-up” themselves with bigger, crazier experiments. Bringing in engineers, scientists, and professionals helps learners see themselves in STEM careers. Resources & Links Mentioned: pbwebinar.com – Free webinars with slides and visuals whatispbl.com – Free PBL vs. project graphic and resources PBL Simplified (book by Ryan Steuer) – Available wherever books are sold | — | ||||||
| 9/30/25 | ![]() 3 Solutions PBL Brings to CTE | E242 | Today's podcast discusses three solutions that Project-Based Learning (PBL) brings to Career and Technical Education (CTE) programs. Key Resources & Connections PBL Networks: Administrators and staff members fired up about PBL should check out pblnetworks.com. This platform investigates issues and expands great ideas around PBL and CTE, PBL and maker spaces, and PBL and STEM, bringing together minds across the country to create solutions for the PBL world. Magnify Learning Approach: Magnify Learning uses a two-pronged approach to train leaders and teachers simultaneously. Their goal is to achieve a fully sustainable PBL model, culture, and trained professionals within three years. Customization is a core value, involving listening to CTE teachers and customizing resources to their work. The Challenge of Projects vs. Project-Based Learning While CTE programs are already rich with real-world application, engagement, and projects (students are welding, wiring, and cooking), simply doing projects does not guarantee learners are experiencing the full benefits of PBL. PBL offers three specific solutions to upgrade any CTE program. The Three Problems and PBL Solutions 1. Problem: Learners Aren't Always Engaged Even with authentic, hands-on work (like laying pipe or designing logos), engagement isn't always automatic because learners often don't know the "why" or the spark of purpose behind the task. PBL Solution: Start with a real problem and give the authentic work a new why and new purpose. Entry Event: A strong entry event is a staple of any PBL unit, creating the emotional hook and launching the unit by focusing on solving a real problem for real people. Example: Instead of just doing brake jobs in auto tech, learners begin the unit by meeting with a local nonprofit serving single mothers, giving the work a purpose beyond the technical standards. This aligns with Daniel Pink's "big three" elements of motivation: purpose, autonomy, and mastery. 2. Problem: CTE Teachers Can Lack a Clear Structure Many CTE professionals (e.g., master electricians, nurses, chefs, engineers) come straight from the industry and are not traditional educators. They may lack training in creating rubrics, connecting lessons to standards, or backwards planning. Without structure, projects can go "off the rails," potentially running far longer than planned (e.g., three weeks turning into nine weeks). PBL Solution: Use the six-step process to simplify planning and maximize learning. The six steps provide a simple, repeatable way to design rigorous, authentic projects and remove the guesswork. The Six Steps: Define the problem. Set the solution criteria. Research possible solutions. Choose a solution. Implement it and inspect it. Reflect on the process. PBL offers scaffolding, and resources (like planning templates and rubrics) can be tailored specifically to fit CTE departments (e.g., welding or HVAC). 3. Problem: The Amazing Work Isn't Being Shared from Your CTE Programs Incredible things are happening in CTE (e.g., rewiring homes, interning at hospitals), but they often happen "behind closed doors," and the community never sees them. This leads the community to misunderstand the current state of CTE (thinking it is "shop class from 50 years ago"). PBL Solution: Make the learning public. Public Presentations of Learning to an authentic audience is a core component of PBL. Authentic Audiences may include a panel of industry professionals, the local school board, or a neighborhood news outlet. Benefits: When work is made public, learners take pride in it, community partners see the advanced work happening, and the district sees the CTE program as a "crown jewel". Example: Culinary students cater a luncheon for a local senior center, researching dietary needs and letting the local newspaper know, resulting in a "splash" of good news. Conclusion PBL is a smooth transition for CTE because the programs already have authentic projects and CTE professionals understand the work. When done right, PBL aligns with what CTE is already good at and helps build citizens, problem solvers, and leaders in addition to the workforce of tomorrow. | — | ||||||
| 9/23/25 | ![]() Fostering Independent Thinkers in Higher Education With Marsha Enright | E241 | In this conversation, Marsha Enright discusses her journey from Montessori education to founding Reliance College, emphasizing the importance of independent learning and the development of autonomous, self-directed individuals. She shares insights on how Montessori principles can be adapted for higher education, the significance of real-world applications, and the need for effective teacher training. The discussion also highlights the unique approach of Reliance College in preparing students for meaningful careers through experiential learning and research projects. Takeaways Montessori education fosters a love for learning in children. The Montessori method emphasizes developmentally appropriate materials. Creating an environment that maximizes learning is crucial. Self-discipline and autonomy are key outcomes of education. Teachers must be observant and responsive to student interactions. Real-world applications enhance the learning experience. Students should experience the college environment before enrolling. The college's unique approach focuses on practical experience and mentorship. Effective communication of the college's mission is essential for attracting students. Reading 'The Secret of Childhood' provides insight into Montessori principles. Resources and links: reliancecollege.org hello@reliancecollege.org FB: https://www.facebook.com/reliancecollege.org X: https://x.com/RelianceCollOrg, @MarshaEnright LinkedIn: https://www.linkedin.com/company/reliancecollege/?viewAsMember=true https://www.linkedin.com/in/marsha-familaro-enright-8a973b/ Article: Enright, "Teaching for Freedom" The Secret of Childhood by Maria Montessori | — | ||||||
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