PBL Simplified for Administrators by Magnify Learning

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.

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!

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

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

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

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

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.

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.

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

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

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

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.