ChangED

What did you think of the episode? Send us a text!AI can write code now, so what exactly should computer science class teach next year, or five years from now? We sit down with Jigar Patel, Director of Innovation and Special Projects at Tuscarora Intermediate Unit 11, to get practical about what’s changing in K-12 computer science education and what should stay non-negotiable. We unpack the big shift happening inside the revised CSTA computer science standards and why the next wave goes beyond block coding. Think machine learning, artificial intelligence, data science, systems and network security, plus “computing and society” so students can grapple with ethics, bias, policy, and the environmental impact of technology. We also talk about how CS teaching may become more student-driven and discovery-based, which raises real questions about teacher prep, certification, and how schools build strong learning experiences from elementary through high school career pathways like cybersecurity, software development, and AI. Then we head straight into equity: what happens when students are asked to learn programming but do not have reliable internet at home? Jigar shares an intriguing direction using Raspberry Pi and local open source models to explore an offline AI tutor for Python and debugging support, alongside the bigger concerns of affordability and student data privacy. We close with a hard truth: so many classroom tools still rely on a small handful of large language model providers, and that concentration matters. If you got value from this, subscribe, share with a colleague, and leave a review. What do you think every graduate should know about AI and computer science?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text! If "science time" in your self-contained classroom means the same weather chart and life cycle unit on repeat, this one's for you. Educational consultant Karri Kessler joins us to explore what rigorous, accessible science instruction can actually look like for autistic support and intensive support classrooms — and why comfort routines can accidentally replace real learning. We dig into Pennsylvania's alternate assessment (PASA), the DLM system, and the STEELS shift, while keeping the focus on what matters most: scientific practices, questioning, and protecting access for every learner — no matter how they communicate. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!A kid who barely talks suddenly lights up over a video game and a whole new path opens. We sit down with educator Josh Bound from Chambersburg, Pennsylvania, to trace the personal moment that changed how he sees autism, connection, and what students actually need from school to feel safe and known. What starts as a dad trying to reach his son becomes a mission to help the quiet kids in the corner find a place to belong.We follow the unexpected rise of a school gaming club that begins with one PlayStation and quickly turns into a community. Josh explains why games create a “neutral third thing” that makes conversation easier, how simple rules like introducing yourself can build real social skills, and how this kind of practical social emotional learning (SEL) beats worksheets every time. The story also moves into student leadership and service, including charity projects that help classmates through illness and loss and show how paying it forward can come back in ways you never expect.Then the focus turns to post-COVID education. Josh argues that post-pandemic students are different and schools need daily, realistic support for communication, self-control, and relationship building. He shares One Up EDU, a streamlined SEL curriculum that uses familiar games like Uno, Candy Land, War, and Rummy with easy “trigger and action” prompts that any teacher can run, plus school kits and training designed to avoid drive-by professional development. If you care about student belonging, neurodiversity, classroom community, and practical SEL strategies that work, this conversation will give you ideas you can use right away. Subscribe, share with an educator friend, and leave a review with the game you’d bring into school to help kids connect.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Jackie Harris has lived science in places most students never see: transfusion medicine in a hospital blood bank, vaccine production at Merck, and then the fast-paced reality of a middle school classroom where your time is never really your own. That journey gives her a grounded take on what students actually need from science education: not a pile of facts, but science literacy they can use for health, public health decisions, and a future shaped by technology and AI.We dig into STEELS and why phenomenon-based learning changes the whole feel of science class. Starting with a phenomenon like the Aurora Borealis invites students to wonder first, then build explanations, vocabulary, and models as they go. Jackie connects that approach to the real world, where teams collaborate, problems are messy, and “having the answer” matters less than knowing how to investigate, troubleshoot, and communicate. Along the way, we talk about how science can become a gateway that pulls reading, writing, math, and critical thinking into something students actually want to do.If this conversation sparks ideas for your classroom or your district, subscribe, share it with a colleague, and leave a review so more educators can find it. What’s one phenomenon you’d use tomorrow to get kids asking better questions?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wish career readiness felt real, local, and within reach for every student? We sit down with Debbie Reynolds, VP of CCA Works at Commonwealth Charter Academy, to unpack how a statewide cyber school built hands‑on pathways that match the economies right outside students’ doors. Debbie’s lived in nineteen homes across multiple states, and those moves shaped a grounded view of what schools share, where they differ, and how to create opportunity that travels well.We trace the origin of AgWorks in Harrisburg’s farm belt, TechWorks in Western PA’s innovation corridor, and MedWorks in Malvern’s healthcare and pharma hub. Debbie opens the doors to these labs: a K‑12 aquaponics facility that produces a literal ton of lettuce, clinical mannequins and anatomage tables for high‑fidelity healthcare practice, and robot dogs and arms that bring automation to life. Because CCA is cyber, access scales—virtual field trips, shipped STEM kits, and mirrored resources let a student in Erie explore med tech and a learner in Pittsburgh grow produce on a tower without leaving town.Threaded through the tour is a philosophy that makes pathways stick: normalize failure as feedback, model the risks we ask students to take, and never assume background knowledge. Debbie’s stories—from DC policy work as an Einstein Fellow to running STEM camps in China—show how credibility grows when educators do hard things, then narrate the process. We also tackle union vs. non‑union cultures, funding differences, and the trade‑offs families make between roots and mobility, all with an eye on one outcome: students choosing futures with confidence, not guesswork.If you care about workforce development, STEM education, CTE, AI and robotics in schools, or just want practical ways to widen access without diluting rigor, this conversation delivers. Subscribe, share with a colleague, and leave a review with the one lab or pathway you wish you had in high school. What should every district build next?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!A curling controversy sparks a bigger question: what happens when we borrow the best parts of elite training and bring them to everyday classrooms? We jump from biathlon fandom and “curlgate” to the pressure young athletes face, the startling math of medal payouts, and why access still decides who gets to compete—on the ice and in school.We don’t shy away from the hard part: cost and equity. Boutique micro-schools can run $40–75k per year, a nonstarter for most families and districts. So we get practical about what public schools can do today—pilot adaptive tools already in your ecosystem, shift schedules to protect applied learning time, partner with local organizations to expand pathways, and measure mastery instead of seat time. If you care about personalized learning, AI in education, SEL, CTE, mastery grading, and project-based learning, this conversation will sharpen your thinking and offer concrete steps to try. Subscribe, share with a colleague, and tell us: what’s the first change you’d make to your school day?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if the most important people in your school system are the ones you rarely see? We sit down with Dr. Michael Heater—former teacher and principal, now an IU coordinator—to unpack how behind-the-scenes educators keep districts moving, support leaders under pressure, and build programs that make students want to show up. From realistic planning to social-emotional wellness, this conversation gets honest about what schools need now and how to deliver it without burning people out.Mike takes us inside the IU’s “many hats” reality: one hour on comprehensive planning, the next on federal programs, then a call from a principal who needs immediate help. We explore the stage crew analogy—why invisible work matters—and how trust becomes the currency that powers quick pivots. He shares practical strategies for keeping educators’ cups full, including nature-based wellness events, leader networks, and capacity-conscious improvement plans that trade checkboxes for impact.We also dive into equity across dramatically different districts and the engagement power of esports. Mike’s doctoral research shows how gaming programs spark belonging, communication, and leadership for students who never felt seen by traditional activities. The lesson travels: ask students what they value, then build the door that fits. Whether it’s girls’ wrestling, crochet club, or a first-time league match announced over the PA, connection before content changes everything—attendance, behavior, and the desire to learn.If you’re a teacher, leader, or support pro who cares about sustainable change, this episode offers grounded ideas you can use tomorrow. Subscribe, share with a colleague, and leave a quick review telling us which program in your school creates the most unexpected sense of belonging.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if the real danger of AI isn’t what it can do, but what we stop doing because of it? We sit down with licensed professional counselor, author, and retreat leader Joni Staaf Stanford to unpack how technology is reshaping attention, empathy, and everyday relationships—and how to build a practical antidote that restores depth, presence, and human connection.Joni introduces the core idea behind her new book, The AI Antidote, our minds are trading contemplation for convenience. We explore how validation-heavy chatbots can subtly condition us to avoid friction, why shallow summaries are crowding out deep reading, and how bias inside models can narrow our thinking without us noticing. From parenting to classrooms, we trace the consequences of screen-first habits—shorter attention spans, lower reading comprehension, and a growing discomfort with real conversations that don’t flatter or agree.The good news: you can reclaim your attention with small, repeatable practices. Joni shares a morning breathing routine to reset your focus before your phone, a three-times-a-day check-in that scans body, energy, mood, and mind, and a “choose the struggle” mindset that strengthens patience and critical thinking. We also map out where AI shines—plain-language explanations of medical or legal jargon, brainstorming after you’ve done your own thinking—and where to draw the line, especially for mental health and relationships. Joni provides a toolkit full of strategies for educators, parents, and professionals who want tech to serve their values, not replace them.If you’ve felt scattered, over-stimulated, or suspicious that your best thinking is being outsourced, this conversation will help you reset. Subscribe, share with a friend who could use a calmer mind, and leave a review telling us the first habit you’ll change this week.Use the links below to learn more about Joni's newest book or to connect with Joni directly.The AI Antidote: Preserving Human Connection & Emotional Intelligence In a Tech-Driven WorldInsight with JoniWant to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if designing for everyone from the start could raise the floor without lowering the bar? We sit down with two veteran colleagues who live and breathe Universal Design for Learning and unpack how this framework transforms planning, teaching, and professional learning. Rather than chasing the perfect strategy, they show how UDL begins with a mindset: clarify the goal, anticipate barriers, and build options so students choose their best way into rigorous work.The conversation moves beyond classrooms to the systems that support them. We talk about modeling UDL in adult learning—multiple pathways, clear goals, options for novices and experts—and why cross-role teams (general ed, special ed, EL, psych) surface better solutions by seeing different barriers. If you’ve ever felt overwhelmed by “do it all” initiatives, this episode offers relief and direction: start with one barrier, add one option, ask if it worked, iterate. That’s how we create belonging, reduce over-labeling, and help more students self-direct toward meaningful outcomes.If this resonates, follow the show, share it with a colleague who cares about access and rigor, and leave a review with your own “plus-one” you’ll try next. Your idea might spark someone else’s breakthrough.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if joy—not drills—was the engine of math learning? We sit down with math leader Rob Bayer to unpack how students become “mathers” when classrooms center belonging, discourse, and sense-making. The conversation moves past slogans and straight into practice: diagnosing root causes behind “kids can’t add,” using manipulatives at every grade to surface thinking, and designing instruction that turns algorithms into outcomes rather than starting points.We challenge the curriculum pendulum head-on. High-engagement tasks and Building Thinking Classrooms strategies can spark curiosity, but they can’t compensate for a weak core. At the same time, over-scripted teacher guides flatten professional judgment. Rob lays out a middle path: adopt materials that require student thinking, structure productive talk, and honor teacher facilitation—then back it up with real professional learning. Because impact doesn’t come from a book; it comes from teachers who understand learning trajectories and can guide students from concrete to representational to abstract with purpose.We also zoom out to the system level. From rethinking when fractions and statistics truly make sense to leveraging Desmos as a teaching tool, we explore how standards, tools, and pedagogy can align around deeper understanding. The big takeaway crosses subjects: ask better questions, center reasoning, and measure success by insight, not speed. If students are mathing, they’re mathers—and our job is to build spaces where that identity thrives.If this conversation sparks ideas for your classroom or district, share it with a colleague, hit follow, and leave a quick review telling us where you’ve found joy in math lately. Your insights help more educators find the show and keep the learning going.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Curiosity thrives when classrooms trade recipes for real experiences. We sit down with Kevin Murphy and Kaity Ferraro from Cheltenham to unpack how a district moves from “follow-the-steps” science to student-driven inquiry under STEELS—without burning teachers out. From the first messy pilot to a sustainable system, they show how small, intentional changes beat heroic sprints every time.Alignment becomes the multiplier. Administrators get trained on the resource and the pedagogy so walkthroughs recognize productive noise, open questions, and student talk as signs of learning. That shared understanding gives teachers permission to say “I don’t know—let’s test it,” and keeps evaluation from punishing the very behaviors STEELS asks for. Along the way, we share the human side—team dynamics, quick pivots, and even the icebreakers that spark laughter and honest debate—because culture is the infrastructure that makes a new model stick.If you care about science education that builds problem solvers, designers, and clear thinkers, this conversation offers a roadmap you can adapt tomorrow. Subscribe, share with a colleague who’s wrestling with STEELS, and leave a review to tell us the one 10% change you’re making next.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What happens when a celebrated classroom teacher steps onto the policy stage and brings the kids with him? We sit down with Pennsylvania Teacher of the Year Leon Smith to trace the arc from daily bell schedules and ninth‑grade basketball practice to Capitol Hill meetings, op‑eds, and concrete fixes that help students and teachers thrive.Leon teaches AP U.S. History, AP African American Studies, and a pop culture elective, and he brings that breadth to a candid conversation about belief, representation, and the educator pipeline. He breaks down the subtle power of mentorship—naming potential students can’t yet see—while explaining why it scales only when systems value it. We dig into the real barriers to becoming a teacher: Praxis testing roadblocks, rigid GPA cutoffs, and the costly burden of unpaid student teaching. Leon offers practical alternatives like paid teacher residencies and apprenticeships that pair novices with master teachers and link coursework to authentic classrooms.If you care about recruiting diverse teachers, keeping great ones in the classroom, and making school feel like it belongs to students again, this conversation will meet you where you are and move you forward. Listen, share with a colleague, and tell us the one change you’ll try this week. If you enjoy the show, follow, rate, and leave a short review so more educators can find it.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Most people never see the machinery that keeps Pennsylvania’s schools running. We pull back the curtain with Dr. Mark Leidy, Executive Director of PAIU, to reveal how Intermediate Units quietly connect state policy to classroom reality for 500 districts—and why that “quiet engine” was straining under the budget impasse that froze both state and federally routed funds.We trace Mark’s path from middle school science teacher to superintendent to statewide leader and dig into the three pillars that guide IU work: advocacy to secure stable resources, networking to spread what works across regions, and innovation to meet needs that districts can’t shoulder alone. Our focus lands on Early Intervention, where the stakes are highest and the payoff is undeniable.  We also tackle school choice with a simple proposition: if we’re competing, let’s agree to common rules and transparent costs so dollars reach kids.As the nation nears its 250th year, Pennsylvania’s legacy in public education calls for a bold mindset: spend lavishly on learning where it matters most, and keep the engine running. If this conversation reshaped how you see IUs, early intervention, and funding, help us keep it moving—subscribe, share with a colleague or local leader, and leave a review with the one change you’d prioritize first.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered why kindergartners bubble with questions while high schoolers barely raise their hands? This episode will explore phenomena-based learning.  We'll dive into how educators can reignite student curiosity by starting with observable events that naturally spark questions."Phenomena doesn't have to be phenomenal to be something," as Andrew Kuhn wisely puts it. Our conversation reveals how everyday occurrences – from melting ice cubes to America's Got Talent performances – can launch powerful learning journeys. We share practical strategies for implementing this approach without completely reinventing your teaching practice, acknowledging that "it's a journey and the journey has to start somewhere." Whether you're a classroom teacher wondering how to get started or an educational leader looking to transform professional development, we offer insights on finding resources, overcoming common challenges, and applying this mindset across all subject areas.The most compelling aspect of phenomena-based learning may be its potential to reverse a troubling trend: research suggests that while kindergartners ask hundreds of questions daily, high schoolers ask just one question monthly. By creating space for curiosity and normalizing not having all the answers, we can help develop what were once called "soft skills" but are increasingly recognized as essential "power skills" for the 21st century. As one host (naturally everyone's favorite host) reflects, "I literally see the world this way now and I can't unsee it. I can't unbe interested, I can't unbe curious."Ready to transform your approach to teaching and learning? Listen now, and don't forget to like, follow, and subscribe to join us on this continuing journey of educational innovation.SHOW NOTESSTEELS Hub ToolkitWant to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Think banks have the toughest cyber problems? Our conversation with Shane and Tony from the MCIU tech team flips that assumption fast. K–12 is the most targeted sector in the U.S., and the reasons are both simple and sobering: sprawling device fleets, legacy systems, budget constraints, and a mission that demands access over friction.The path forward is thoughtful defaults, clear exceptions, and honest communication about why a block exists or a change is required. When people understand the reason, they adopt the rule—and stop turning to risky workarounds. Along the way, we share taglines, a few laughs, and a reminder that October’s Cybersecurity Awareness Month is a kickoff, not a finish line.If you care about keeping learning safe and systems resilient, don’t miss this one. Subscribe, share it with a colleague who clicks too fast, and leave a review with your best tip for spotting a phish—we’ll feature our favorites next week.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!A simple line reframed our whole approach to teaching: prepare students for their future, not our past. Sitting down with Jeff Remington from Penn State’s CSATS, we dig into what that looks like when classrooms connect directly to research, industry, and the realities of Pennsylvania’s evolving economy. Instead of one‑off PDs and “random acts of STEM‑ness,” we talk about sustained, transdisciplinary learning built on real local phenomena—data centers, smart manufacturing, clean energy, life sciences—and the skills students actually use on the job.Jeff breaks down the new NSF‑supported STEM Teacher Corps, a multi‑year experience that pays and empowers elementary teachers to embed with researchers, return as regional leaders, and scale authentic project‑based learning. We explore convergence education—where science, math, engineering, tech, and even policy and communication blend into problems students can’t solve with a single subject. That mindset aligns cleanly with the STEELS standards’ performance expectations and higher Depth of Knowledge, shifting classrooms toward application, reasoning, and transfer.We also get practical with AI. Rather than banning or siloing it, we position AI as the fourth teammate in student groups: a guided thought partner that raises rigor and mirrors how modern teams work. With clear guardrails, students learn to prompt, verify, and reason—while teachers model ethical use and bridge a growing skills gap. Layer in Pennsylvania’s five economic pillars—agriculture, energy, manufacturing, robotics/AI/tech, and life sciences—plus environmental sustainability, and you have a roadmap for making learning local, meaningful, and career‑ready.If you’re ready to move from theory to practice, this conversation will give you concrete starts: choose a local phenomenon, map it to STEELS and the pillars, use AI to deepen inquiry, and build from there. Join us, share this with a colleague who’s hungry for real change, and subscribe so you never miss new ideas that help every student step into the future with confidence.To learn more information about CSATS or to stay up on their latest information, visit: CSTATS or find them on social media (Linked In, FaceBook, & Twitter)Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What happens when we move beyond memorizing facts and formulas in science education? This conversation takes a deep dive into the transformative power of three-dimensional learning—a framework that balances knowing (disciplinary core ideas), thinking (cross-cutting concepts), and doing (science and engineering practices).For generations, science education has overemphasized the "knowing" dimension, leaving students with memorized facts but little understanding. Our hosts share personal experiences with traditional science education—from mindlessly copying answers from the back of physics textbooks to struggling through plant photosynthesis memorization—and contrast these with the rich learning that happens when students engage with scientific concepts more deeply.Through real-life classroom examples, we explore how even young learners can develop scientific thinking when given opportunities to observe, question, and discuss. This approach cultivates curiosity and problem-solving skills that traditional memorization-focused instruction often stifles.The conversation takes on additional urgency in the age of artificial intelligence. As AI increasingly handles knowledge-based tasks, the cross-cutting concepts—patterns, cause and effect, systems thinking, and more—become even more valuable. These thinking skills represent the uniquely human contribution to science that AI cannot replicate.Whether you're an educator looking to transform your science teaching or simply curious about how education is evolving to meet future demands, this discussion offers valuable insights into creating lifelong scientific thinkers who approach the world with genuine curiosity and the skills to explore independently.Listen, subscribe, and join us in rethinking science education for a world that increasingly values not just what you know, but how you think.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!How do you react when faced with dramatic change? When podcast host Andrew unveiled his freshly-shaven face after six years with a beard, his co-hosts' contrasting reactions—shock versus casual acceptance—perfectly mirrored how educators respond to implementing the new Steels science standards.This lighthearted moment opens a thoughtful exploration of educational transformation. Just as Andrew's children barely recognized him without his beard, teachers implementing STEELS standards may find their classrooms looking unfamiliar. The 3-Dimensional approach of Disciplinary Core Ideas, Science and Engineering Practices, and Cross-Cutting Concepts represents a fundamental shift in how science is taught and learned—not just another curriculum shuffle.Yet beneath the apparent upheaval lies an encouraging truth: many excellent teachers discover they're already incorporating elements of the standards, just not intentionally. As one teacher shared after implementing changes: "This is exactly what I was doing before. I just added a few more pieces. I made sure every student spoke, reflected on questions, and put up a driving question board." The difference was intentionality, not complete reinvention.Unlike many educational shifts that feel arbitrary, the STEELS standards represent research-based improvements designed to develop students who think deeply about science rather than merely memorizing facts. As you navigate this transition, remember that questions and skepticism are part of being a scientist—embrace the journey of discovery with your students.Have you started implementing STEELS standards in your classroom? Share your experiences with us on Spotify and join our conversation about transforming science education one small change at a time.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!The Change Ed journey has taken us to every continent on the planet, evolving from three Pennsylvania educators discussing science education into a global conversation reaching listeners worldwide. Season Two has been transformative, with download numbers growing exponentially and educators launching their own podcasts or revolutionizing professional development in their districts by offering continuing education credits for episode listening and reflection. A true highlight was partnering with the National Science Teaching Association as their official conference podcast, interviewing keynote speakers and connecting with science educators nationwide.As we look toward Season Three, we're excited to feature more practitioners sharing real implementation stories, explore interdisciplinary connections while maintaining our science focus, and continue growing our authentic approach with the ambitious goal of reaching 20,000 downloads and expanding to every country worldwide. We're immensely grateful to our listeners and supportive organizations who recognize the value in this work. As educators wielding tremendous influence in shaping young minds, we invite you to join us for Season Three as we continue our mission to change education for the better – because together, we're making a difference in classrooms around the world.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What happens when artificial intelligence stops being a buzzword and becomes an actual classroom partner? The possibilities are both exhilarating and terrifying. In our conversation with educational technology expert Dr. Brian Housand, we explore the transformative potential of AI in education when approached thoughtfully and strategically.Most educators are stuck in two extremes: either banning AI outright or allowing unchecked use without guidance. Housand offers a refreshing middle path by reframing AI as a "thought partner" rather than just another search tool. This shift in perspective opens up powerful opportunities for collaboration, especially for gifted students who might struggle with traditional peer interactions but thrive when bouncing ideas off an AI system.The heart of successful AI integration lies in emphasizing process over product. When teachers evaluate only final submissions without engaging with students throughout their creative journey, they inadvertently encourage AI misuse. Housand suggests a counterintuitive approach: teachers should test their own assignments in AI tools first, then use those generic outputs as starting points for classroom discussions. Perhaps most valuable is Housand's CAPES framework for evaluating information authenticity: Credentials, Accuracy, Purpose, Emotion, and Support. This systematic approach helps students engage critically with all content—whether human or AI-generated—in an era where information moves at lightning speed and verification becomes increasingly challenging.Ready to transform your relationship with educational technology? Listen now to discover practical strategies for harnessing AI's potential while teaching the critical thinking skills students need for a future where artificial intelligence is simply part of the landscape. As Housand reminds us, "This technology is not going to go away. It's going to continue to get stronger and more advanced"—our responsibility is to ensure we're prepared to use it wisely.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Dr. Demetrius Roberts, special consultant for STEM and computer science with the Pennsylvania Department of Education, joins us to share his remarkable educational journey and the powerful lessons it offers for today's educators. Growing up in Philadelphia's diverse urban landscape and attending a Career and Technical Education high school fundamentally shaped Dr. Roberts' approach to teaching. This realization sparked a turning point in his teaching philosophy. After discovering his high school students struggling with basic math during a history lesson, he embraced cross-curricular teaching, finding ways to incorporate math, writing, and creative expression into his social studies classroom. His mantra became "build, make, do" – transforming passive learning into active engagement. Dr. Roberts offers unique perspective on Pennsylvania's education landscape from his state-level position. Subscribe, share, and join us in exploring how education can continue to change and evolve for the better!Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!While most teachers believe they already implement student-centered practices, Eric Lech and Tracy Rains reveal that genuine student-centered learning requires a deeper philosophical shift beyond simple differentiation. This transformation creates systems where students set meaningful goals, monitor their progress, and develop lifelong learning skills—a crucial change given that Pennsylvania PACE data shows only 30% of students feel engaged or see relevance in their education. The Blueprint breaks down this approach into five essential components with continuums of practice, allowing educators to identify their current position and chart a path forward regardless of their school's size or context.Most importantly, this approach acknowledges the reality of educational change by encouraging educators to start small, be vulnerable, and model the learning process themselves. Rather than pursuing wholesale transformation overnight, the Blueprint focuses on sustainable change that builds student agency over time. Through success stories, site visits, and community sharing, educators across Pennsylvania are demonstrating that student-centered learning thrives in diverse contexts, moving beyond settling for sparks to truly ignite student engagement and prepare learners for lifelong success.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered how to make curriculum integration feel natural instead of forced? Meet Scott Oste and Katie Trach from Northampton Area School District, who have mastered what they playfully call "ropifying" - the art of weaving subjects together into a cohesive educational experience.Their journey began in 2015, well before Pennsylvania adopted the STEELS standards. Rather than waiting for state mandates, they proactively built integration into their district's DNA through gradual, intentional changes. What makes their approach unique is how they've capitalized on connections that already existed but weren't being fully leveraged.Katie brilliantly articulates why integration works so well in elementary settings: "Elementary teachers are phenomenal at ropifying. We verbified roping it. Is it speaking and listening? Is it reading? Is it writing? Is it science? It doesn't matter." The key is becoming more intentional about these natural connections.One of their most powerful insights concerns the relationship between science and literacy. Rather than competing for instructional time, STEELS enhances literacy instruction by providing authentic contexts for reading, writing, and discussion. As Katie explains, "You can't write more until you can talk more," highlighting how scientific discussions build the foundation for stronger written expression.The podcast reveals that scientific modeling provides an accessible entry point for teachers new to STEELS. By encouraging students to draw their ideas and engage in collaborative discussions, teachers naturally address multiple standards across disciplines while building student confidence.What's most encouraging about Scott and Katie's message is that curriculum integration is accessible to everyone. Whether you're just beginning or well into your journey, small intentional changes can transform how students experience learning. Starting with scientific modeling and emphasizing student discussion creates a foundation upon which deeper integration can be built.Ready to "ropify" your curriculum? Listen now to discover how these curriculum specialists are breaking down subject barriers to create more authentic, efficient learning experiences for students at all levels.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Have you ever wondered if there might be a better way to deliver professional learning than the traditional sit-and-get workshop model? The team from Whitehall Coplay School District wondered the same thing—and their solution has transformed how their teachers engage with professional development.When Dave Stauffer, Andy Fehnel, and Tony Pangaio sat down to brainstorm new professional learning options for their teachers, they landed on a simple yet revolutionary idea: create a district podcast. Their "10 Minutes or So" podcast (originally planned to be under ten minutes, though they admit they typically run slightly longer) allows teachers to earn professional development credit while commuting, cooking dinner, or going about their daily routines.What makes this approach particularly powerful is the authentic connection it creates throughout the district. Teachers who might never approach the technology team in person now strike up conversations in hallways and faculty rooms, referencing podcast episodes they enjoyed. These casual interactions often lead to deeper coaching relationships and classroom implementation support. As one team member shared, "Teachers that were walking through buildings... immediately just struck up a podcast conversation. I listened to you last night when I was cooking dinner and it was about X, Y, and Z."The format is simple but effective. Topics emerge organically from classroom observations, teacher feedback, and current educational trends. The team records in a single take without restarts or heavy editing, creating an authentic experience that resonates with their audience.Perhaps most importantly, this approach respects teachers as professional learners with different needs and preferences. Rather than mandating a one-size-fits-all model, the district offers multiple pathways for professional growth. If a podcast topic doesn't resonate with a particular teacher, they've only invested ten minutes before moving on to something more relevant to their practice.Ready to reimagine professional learning in your own context? Consider how micro-learning through podcasting might help you meet your educators where they are while building community and sharing valuable insights. What could your version of "10 Minutes or So" look like?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered why the business world keeps lamenting graduates' lack of "soft skills"? The answer might lie in how disconnected our educational practices have become from the real-world demands facing our students.Scott Oste, Curriculum Supervisor at Northampton Area School District, brings a refreshing perspective to this challenge. Having left teaching to work in corporate America before returning to education, Oste has crafted an approach that intentionally breaks down the walls between classrooms and industry. "Do we truly know what's expected of kids? Do we truly know what colleges even want of kids?" These questions drive his work creating meaningful partnerships with businesses across manufacturing, healthcare, biomedical fields, and beyond.What makes Northampton's approach powerful is how they've aligned these partnerships with their district's "Profile of a Graduate" framework. Rather than treating industry connections as an add-on, they've integrated them into their core educational mission. The result? Teachers have better buy-in, students gain exposure to careers they never knew existed, and the district stays responsive to rapidly changing workforce needs.Whether you're a classroom teacher seeking to make learning more relevant, an administrator looking to build community partnerships, or someone passionate about preparing students for an unpredictable future, this conversation offers practical insights for breaking out of educational silos and embracing a more connected approach to learning. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Have you ever felt like the education system wasn't designed for the way you learn? You're not alone. In this deeply personal conversation, Logan Garrison of Imagine Learning takes us on a journey from his challenging educational experiences to his mission of transforming how students engage with science.Curious about seeing these innovative approaches in action? Join us at the third annual STEELS Expo on Tuesday, May 20th, 2025, where educators will gather to share best practices and explore the future of science education. The world of learning is changing – are you ready to be part of the transformation?Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What happens when we prioritize knowing answers over asking questions? How does curiosity shape not just learning, but creativity, cultural competence, and emotional wellbeing? These profound questions drive our fascinating conversation with education expert Genein Letford, who brings her unique journey from special education student with a speech impediment to innovative educator and keynote speaker.The heart of our discussion centers on curiosity as the foundation for meaningful learning. "If creativity is a driver of innovation, curiosity is a driver of creativity," Letford notes, describing curiosity as a muscle that needs consistent exercise during formative years. By celebrating questions and modeling the joy of discovery, we prepare students for a world where asking profound questions becomes more valuable than memorizing facts. Don't miss Genein Letford's keynote presentation at the MCIU Steels Expo on May 20th, where she'll expand on these ideas—and maybe even share her musical talents!Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What happens when we stop viewing struggle as a problem and start seeing it as the essence of learning itself? In this thought-provoking conversation with educator and neurodiversity advocate Greg, we unpack the revolutionary idea that our most profound learning emerges not from smooth sailing but from navigating challenges.Greg opens with a refreshingly honest self-introduction: "I was a student who struggled and I became a teacher who struggled." This vulnerability immediately sets the tone for an authentic exploration of how educational approaches that honor struggle create more inclusive and effective learning environments. Rather than positioning himself as an untouchable expert, Greg models the very approach he advocates for - acknowledging struggle as the fertile ground where genuine learning takes root.The conversation takes a fascinating turn when Greg reveals the natural alignment between modern educational standards and neurodiversity-friendly approaches. Pennsylvania's STEELS Standards (based on NGSS) create multiple entry points for learners through phenomena-based instruction, collaborative problem-solving, and emphasis on questioning rather than answer-seeking. Greg notes that if you asked one team to design a curriculum for modern science education and another to create one for diverse learners, "they would both come out with exactly the same thing" - a powerful testament to how well-designed standards naturally accommodate neurodiversity.Perhaps the most compelling metaphor Greg shares is viewing "answers as stop signs and questions as green lights." This philosophy transforms classroom dynamics from knowledge transmission to collaborative investigation where diverse thinking styles become assets. When educators value curiosity above correctness, they create spaces where neurodiverse students can truly thrive.Ready to transform your approach to teaching and learning? Join us at the 3rd annual STEELS Expo on Tuesday, May 20th.  Experience firsthand how embracing struggle, honoring questions, and implementing modern standards can create learning environments where all students flourish.   Keep listening to the end for a Big Announcement about this year's STEELS Expo.  To register for the MCIU STEELS Expo visit learn.mciu.org/expo25 (registration closes on 5/1/25).Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Project-based learning represents a transformative approach to education, focusing less on test performance and more on creating meaningful learning experiences that prepare students for life beyond school walls. This episodes concludes the conversation of one district's eight-year journey implementing PBL, revealing both challenges and triumphs along the way.What happens when standardized test scores aren't the primary goal? After years of implementation, the data shows PBL students perform similarly to their traditional counterparts on assessments like the Biology Keystone. This neutrality in test performance removes pressure and allows educators to focus on what truly matters—developing skills that last a lifetime. As our guest explains, "Content's the content... but it's the other skills built into PBL that students feel very strong in" compared to their college classmates.The journey wasn't without obstacles. Middle school implementation faced unique challenges with larger student numbers and the complexity of integrating four content areas into cohesive projects. Rather than forcing a rigid model, the school adapted by encouraging every teacher to develop at least one PBL experience during the year. This thematic approach maintains content focus while providing students with connected learning experiences.Perhaps the most powerful takeaway comes from a quote that guided their implementation: "Be flexible with the plans but stubborn on the vision." This iterative mindset—continuously improving through experimentation, reflection, and refinement—embodies the very essence of project-based learning itself. As schools navigate changing educational landscapes, this nimble, self-aware approach becomes essential for sustainable innovation that truly benefits students.Ready to transform your educational approach? Subscribe to ChangED for more insights on innovative teaching practices that prepare students for tomorrow's world.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!When Brian Riley walked into a meeting at Cheltenham School District nine years ago, he had no idea he was about to lead a complete transformation of their educational approach. "We're doing this project-based learning thing," the superintendent announced, and suddenly Brian found himself pioneering a program that didn't yet exist.This candid conversation reveals the authentic journey of implementing project-based learning (PBL) from the ground up. Brian shares how visits to High Tech High in San Diego shaped their vision, providing teachers with immersive experiences alongside PBL experts. Rather than forcing integration of all subjects simultaneously, Cheltenham's approach allows projects to dictate which content areas take center stage at different times - creating authentic learning experiences that mirror real-world problem solving.The most powerful testament to their success? Teachers who declare they could never return to traditional education after experiencing PBL. "If we stopped offering PBL, they would need to leave the school," Brian explains, highlighting how the approach rejuvenates both teaching practices and student engagement. While approximately 150 students (about 10% of the school population) participate across four grade levels, the program maintains demographic representation that mirrors the entire school - ensuring accessibility for all learners.What makes this conversation particularly valuable is Brian's transparency about their mistakes and continuous refinement process. From initially attempting to launch in two grade levels simultaneously to learning that not every project needs to incorporate all subjects, these lessons provide invaluable guidance for other districts considering similar innovations. Whether you're a PBL expert or just beginning to explore alternative educational models, this episode offers practical insights on creating learning experiences that prepare students for a world that demands more than textbook knowledge.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!The  IU13 team has pioneered a student-centered learning approach since 2011 that models the same principles in their professional development for teachers. Their innovative conference-style PD offers educators choice through focused workshops on classroom management, engagement, collaboration, differentiation, and AI integration, breaking away from traditional one-and-done models with consecutive scheduling and ongoing classroom coaching.This initiative has sustained for over a decade by creating systemic alignment through administrator workshops, observation tools, and cross-district collaboration that breaks down educational silos. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if storytelling could transform education as we know it? In our 100th episode of Change Ed, Patrice and Andrew sit down with Brandon Langer from Montgomery County Intermediate Unit, who also hosts the MCIU Learns podcast, to explore this intriguing possibility. We promise you'll walk away with fresh insights into the intersection of innovation and education, as we chat about our experiences in gifted education, the evolving STEELS initiative, and our mutual curiosity about emerging trends like AI. We also take a moment to celebrate the growing success of our podcast and discuss the rewarding journey from a traditional newsletter to an interactive magazine format, showcasing the incredible work of educators through articles, videos, and curated content.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Colonial SD's own Maria Wileczek shares her remarkable 26-year perspective on Pennsylvania's dramatic shift from standardless science teaching to today's three-dimensional learning approach. Drawing from her experience, Maria offers unique insights into curriculum evolution while exploring practical implementation challenges facing both elementary and secondary teachers—from creating authentic assessments to navigating the tension between specialized expertise and integrated science teaching.Maria's innovative strategies, including claim-evidence-reasoning frameworks and creative use of Super Bowl commercials as entry points for scientific thinking, demonstrate how educators can make abstract concepts accessible and engaging. Throughout the conversation, she emphasizes why this evolution matters: today's students need science literacy not just for academic success but to make evidence-based decisions about health, technology, and environmental issues throughout their lives. Her passion for ensuring equitable access to meaningful science education infuses every practical insight.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!The transformation of science education is happening right now in Pennsylvania classrooms, and middle school teacher Tom Leeds is on the frontlines. In this enlightening conversation, Tom pulls back the curtain on the real differences between curriculum that merely displays a STEELS "sticker" versus materials that authentically embody these new science standards.Tom shares how his classroom dynamics have fundamentally shifted as students move from passive recipients of information to active participants with genuine agency in their learning journey. The results speak volumes – not only are students more engaged with scientific concepts, but behavior problems have decreased significantly. "The kids are talking about science and we can see that they care more," Tom observes, "and that just warms my heart because it's working."As a PennSEL Network participant, Tom benefits from collaboration with science educators across Pennsylvania, preparing for upcoming changes to state assessments while implementing best practices in his classroom. He offers advice for teachers just beginning to implement STEELS. Whether you're a veteran science teacher or just beginning your STEELS implementation journey, this episode offers practical wisdom, honest reflections, and the inspiration to take that next step toward transforming your classroom. Listen now to discover how putting students "in a position of power" might revolutionize learning in your own educational setting.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Penn State professor Dr. Scott McDonald joins ChangED to reveal how Pennsylvania's STEELS standards are flipping science education on its head! Forget silent classrooms with teachers droning on—Scott's vision has students buzzing with scientific conversations while teachers take a backseat as guides."I'd love to see kids talking a lot more in class to each other about science ideas," says Scott, who trains tomorrow's science teachers. The content hasn't changed, but the delivery? Completely transformed!We explore why veteran teachers might struggle with this shift (old habits die hard!), how the three dimensions of STEELS standards create a framework for success, and why treating science as an isolated subject is a massive missed opportunity.Join us for this mind-expanding conversation at the crossroads of pedagogy and cognitive science. Your science class will never look the same again!To learn more about Scott's podcast "Science In Between" at this link: https://scienceinbetween.fireside.fm/Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Join us for an engaging discussion unravels the magic of science education through storytelling and phenomenon-based learning. This episode highlights the significance of cultivating curiosity and how integrating real-world events into the curriculum can transform student engagement. Our hosts share practical strategies for creating effective storylines, emphasizing that students' intellectual resources should not only be acknowledged but actively utilized.As we navigate through the complexities of teaching younger students, we focus on how to create an environment that welcomes exploration rather than rote memorization. With insights from seasoned educators, this episode emphasizes the importance of fostering a supportive space where students feel free to articulate their ideas and wonderings—turning missteps into valuable teaching moments. Join us as we champion a dynamic approach to science education that empowers learners to ask questions and seek answers, ensuring that their experience in the classroom fuels their long-lasting passion for learning. Tune in and be part of the conversation—let's redefine what it means to teach and learn science effectively! Don’t forget to subscribe and share the ChangED podcast!Want more Ted?  Attend one or all of his sessions at the 2025 NSTA Conference in Philly.  Use the NSTA app and search for Ted Willard or the session titles below:Selecting Phenomena to Motivate Student Sense-makingThe NSTA Atlas of the Three DimensionsUnpacking the Crosscutting Concepts with a new NSTA Quick-Reference Guide to the Three Dimensions NSTA's Trilogy of Guides to the Three DimensionsChangED is the official podcast for the NSTA Philly Conference.  Experience more ChangED/NSTA podcasts and learn about the Philly NSTA Conference by visiting nsta.org/podcast.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Discover the magic of transforming science classrooms into vibrant hubs of curiosity and exploration with our special guest, Josh Langenberger, a seasoned science educator with over 30 years of experience.  By introducing the "two L's" of teaching—love and locality—we explore how educators can captivate students' interests by integrating their passions and local environmental phenomena into the curriculum. This dynamic approach not only makes science relatable but empowers students to realize their potential impact on their communities.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered about the discoveries lurking in the far reaches of our solar system? Ted Willard from Discovery Education joins us with tales from his extraordinary journey—from a high school physics teacher to a key player in the debate over Pluto's planetary status. With an impressive background in planetary science, Ted shares learnings from professor's discovery of Uranus’s rings. As we navigate through this cosmic conversation, Ted sheds light on the dynamic nature of scientific understanding and the way new evidence can reshape our educational models.But it's not all planetary talk! Get ready to rethink science education with a focus on innovative teaching approaches that break away from traditional methods. We explore the Next Generation Science Standards alongside Pennsylvania's STEELS standards, bringing science to life through hands-on experiments like balloon-powered carts. We promise you'll come away with a new appreciation for three-dimensional learning, where practices, concepts, and ideas blend to create a lively, engaging classroom experience. And just for laughs, stick around for our humorous banter as we slip into the world of YouTube antics and chuckle over Andrew’s supposed wardrobe choices. Join us for an episode that's equal parts educational and entertaining!Want more Ted?  Attend one or all of his sessions at the 2025 NSTA Conference in Philly.  Use the NSTA app and search for Ted Willard or the session titles below:Selecting Phenomena to Motivate Student Sense-makingThe NSTA Atlas of the Three DimensionsUnpacking the Crosscutting Concepts with a new NSTA Quick-Reference Guide to the Three Dimensions NSTA's Trilogy of Guides to the Three DimensionsChangED is the official podcast for the NSTA Philly Conference.  Experience more ChangED/NSTA podcasts and learn about the Philly NSTA Conference by visiting nsta.org/podcast.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Explore the captivating intersection of artificial intelligence and emotional intelligence as we promise to unravel how maintaining our humanity can complement technology. We'll discuss the delicate balance of embracing technological advances while fostering critical thinking skills and ethical AI usage among students. Through open dialogue and respect for differing viewpoints, we aim to bridge the gap between technology and education. About our guests:With over 20 years of experience, Joni Staaf Stamford (formerly Sturgill) is a licensed professional counselor, speaker, and author with expertise in emotional intelligence, mindfulness, and positive psychology. As a long-time student and teacher of Eastern philosophy and Western psychology, Joni offers secular, integrative mental and emotional insights to participants of her programs so they can heal themselves through breathwork, movement, awareness, perspective-shifting acceptance, and skilled action toward a life they want. In all avenues of her work, she empowers individuals to live with purpose and perspective. She is also an Amazon best-selling author. Learn more at www.insightwithjoni.com.Dr. Brian Stamford is a Program Director at the Allegheny Intermediate Unit (AIU), an organization providing professional development to districts across Western Pennsylvania. Dr. Stamford also serves as state co-lead for the Classroom Diagnostic Tools, leading professional development efforts statewide, as well as co-lead for the statewide PA Association of Intermediate Units (PAIU) Curriculum Directors group. He is a Code.org regional manager, and a certified Apple Education Trainer, offering high-quality professional development on innovative teaching practices, including integrating AI tools into planning and instruction. Prior to this, Dr. Stamford worked in public education as a science and computer teacher, instructional coach and administrator. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Brian and Joni Stamford take center stage as they bring their contrasting yet complementary perspectives on the interplay between AI and human experience. Brian, a Program Director with a penchant for innovative tech, shares his humorous escapades with smart assistants, while Joni, a thoughtful mental health counselor, raises important questions about technology's impact on our emotional well-being. This lively exchange beautifully illustrates the fine line between technological enthusiasm and the essential need to preserve our humanity. Together, they explore how we can enjoy the benefits of AI while staying grounded in our personal connections.About our guests:With over 20 years of experience, Joni Staaf Stamford (formerly Sturgill) is a licensed professional counselor, speaker, and author with expertise in emotional intelligence, mindfulness, and positive psychology. As a long-time student and teacher of Eastern philosophy and Western psychology, Joni offers secular, integrative mental and emotional insights to participants of her programs so they can heal themselves through breathwork, movement, awareness, perspective-shifting acceptance, and skilled action toward a life they want. In all avenues of her work, she empowers individuals to live with purpose and perspective. She is also an Amazon best-selling author. Learn more at www.insightwithjoni.com. Dr. Brian Stamford is a Program Director at the Allegheny Intermediate Unit (AIU), an organization providing professional development to districts across Western Pennsylvania. Dr. Stamford also serves as state co-lead for the Classroom Diagnostic Tools, leading professional development efforts statewide, as well as co-lead for the statewide PA Association of Intermediate Units (PAIU) Curriculum Directors group. He is a Code.org regional manager, and a certified Apple Education Trainer, offering high-quality professional development on innovative teaching practices, including integrating AI tools into planning and instruction. Prior to this, Dr. Stamford worked in public education as a science and computer teacher, instructional coach and administrator. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Curiosity is not just a trait—it's a superpower in education, and Amber Molloy is back with us to unravel its transformative potential. Discover how asking the right questions can revolutionize learning environments, fostering deeper connections with students and colleagues alike. Reflect on the significance of relationships and the power of genuine connections with Amber as she shares her personal journey in education. From emphasizing the strengths of educators to navigating the challenges of leadership roles, Amber's experiences highlight the lasting impact of collaboration and compassion. About our guest:Amber Molloy serves as the Program Administrator for Literacy and the Instructional Coach Mentor in the Office of Professional Learning at Montgomery County Intermediate Unit. She has a passion and commitment to lead colleagues forward guiding curriculum development, refining instructional practices and designing assessments that support learning. She's skilled in long-range planning and the creation of infrastructure to support the growth of teachers, schools, and districts. With over 20 years of experience within the North Penn School District, Amber has served as a classroom teacher with leadership responsibilities in the areas of literacy, math, science, and use of technology to enhance instruction, and has also served as reading specialist, RTII District Implementation Coordinator and K-12 Supervisor of Literacy developing systems and structures to promote diagnostic and prescriptive instruction within a responsive teaching framework.Through her many years in the field, Amber continues to have curiosity and passion for the human element of our work. She enjoys reading, watching and reflecting on leadership, relationship and how we can better support each other and work together to evolve our educational systems to support the learners of tomorrow. Our future is in their hands! Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text! Join Andrew and Patrice as they dive deep with retiring educator Amber Molloy, whose 30-year journey through teaching reveals timeless wisdom about educational transformation. From middle school classrooms to system-wide leadership, Amber shares how focusing on the "why" rather than just the "what" creates lasting change in education. This engaging conversation explores the power of collective learning, the importance of questioning, and how building strong learning communities can transform both students and educators alike. Whether you're a classroom teacher, administrator, or anyone passionate about education, this episode offers fresh insights on moving from transactional to transformational learning. About our guest:Amber Molloy served as the Program Administrator for Literacy and the Instructional Coach Mentor in the Office of Professional Learning at Montgomery County Intermediate Unit. She has a passion and commitment to lead colleagues forward guiding curriculum development, refining instructional practices and designing assessments that support learning. She's skilled in long-range planning and the creation of infrastructure to support the growth of teachers, schools, and districts. With over 20 years of experience within the North Penn School District, Amber has served as a classroom teacher with leadership responsibilities in the areas of literacy, math, science, and use of technology to enhance instruction, and has also served as reading specialist, RTII District Implementation Coordinator and K-12 Supervisor of Literacy developing systems and structures to promote diagnostic and prescriptive instruction within a responsive teaching framework.Through her many years in the field, Amber continues to have curiosity and passion for the human element of our work. She enjoys reading, watching and reflecting on leadership, relationship and how we can better support each other and work together to evolve our educational systems to support the learners of tomorrow. Our future is in their hands! Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if reimagining how we ask questions could transform the education system? Join us as we continue our thought-provoking conversation with Dr. Sean Gardiner, as we explore the transformative potential of inquiry-based learning. Together, we highlight the importance of building trust and nurturing relationships as we guide educational districts through change, promoting perseverance and grit in students. We invite you to join us as we celebrate the power of community, shared experiences, and the collaborative effort needed to cultivate dynamic thinkers ready to face future challenges.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered how to shift from traditional teaching models to an inquiry-based learning approach?  Dr. Sean Gardiner, the inspiring Director of STEM Education for the Upper Merion Area School District, shares the key strategies as we explore the intricacies of this educational transformation. Through humorous and engaging conversations, we explore how his leadership paves the way for future leaders in a diverse educational landscape.About this weeks guest:Dr. Sean Gardiner has been a leader in the field of STEM Education in the greater Philadelphia area for over 15 years. Working with teachers, administrators, School Districts, and local community partners, Dr. Gardiner has led a variety of initiatives aimed at transforming the STEM landscape in k - 12 educational spaces. A primary focus of his work has been addressing systems that have perpetuated the systemic underrepresentation of students from the BIPOC community in STEM careers. Dr. Gardiner earned his Undergraduate degree from Towson University, his Master's degree in Communication Sciences from the University of Connecticut and his Doctorate in Educational Leadership from Widener University. He is currently the Director of Curriculum and Instruction for STEM Education in the Upper Merion Area School District. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Unlock the secrets behind creating holistic STEM learning environments with our insightful guest, Dr. Stephanie Schwab, a STEM program administrator at Montgomery County Intermediate Unit. Through our conversation, Stephanie introduces the compelling concept of the "braided river," challenging traditional notions of workforce development pathways and emphasizing the importance of nurturing STEM-literate citizens. Dive into the collaborative efforts of diverse sectors in supporting vibrant STEM education ecosystems that transcend classroom walls.In this episode, we discuss the importance of prioritizing collaboration over competition and the value of sharing best practices to inspire rather than duplicate efforts. Reflecting on the "braided river" analogy, we highlight the role of educational service agencies and servant leadership in fostering collective growth. Our conversation closes with a powerful reminder: providing opportunities for all students to visualize their future is crucial, as students can't aspire to roles they are not exposed to. Don't forget to subscribe and join the conversation on social media as we continue to explore these vital topics.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Ever wondered what happens after you flush? Join us for a fascinating chat with Mike McGann, the mastermind behind the Lower Perkiomen Valley Regional Sewer Authority! From managing millions of gallons of wastewater to protecting bald eagles, Mike takes us behind the scenes of this essential yet often overlooked world. You'll discover how a summer job turned into an environmental leadership role, and why choosing the right spot for a treatment plant is like solving a complex puzzle. Plus, hear the incredible story of how a eagle's nest transformed a construction project and reminded us all why every environmental choice we make matters. Get ready for an eye-opening journey that will change the way you think about water, wildlife, and your own environmental impact! Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Unlock the secrets of transformative education with Dr. Carla as she returns to ChangED, guiding us through the emotional landscape of evolving educational practices in adult learning.  Dr. Carla sheds light on the critical role of transformative learning and practitioner inquiry, as well as the importance of fostering strong relationships in educational settings. We explore the power of collaboration in teaching and how partnerships between educators and learners fuel growth and understanding. About our Guest:I am the daughter of a Chemist and Elementary Teacher, so as a K-5 Science Teacher Educator, the apple did not fall from the tree. My research and practice, which I am passionate about, focus on supporting elementary educators and administrators to create meaningful, authentic, and sustained opportunities for every child to participate in science and engineering practices with wonder and joy. Most of my work takes place in the context of school-university-community partnerships alongside children, teachers, and families. I am a former middle school science teacher from Houston, TX, and I earned my B.S.Ed. and Ph.D. from University of Michigan. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!In part one of this two part series, we explore how Dr. Carla Zembal-Saul of Penn State is revolutionizing elementary science education through a strength-based approach that values teacher expertise. She champions linguistic equity and shares insights from her National Academies of Science report on creating more inclusive classrooms that celebrate English learners' cultural backgrounds and embrace diverse communication styles.  She is ultimately working toward a more equitable educational environment that actively involves families and recognizes the unique assets every student brings to scientific learning. About our guest: I am the daughter of a Chemist and Elementary Teacher, so as a K-5 Science Teacher Educator, the apple did not fall from the tree. My research and practice, which I am passionate about, focus on supporting elementary educators and administrators to create meaningful, authentic, and sustained opportunities for every child to participate in science and engineering practices with wonder and joy. Most of my work takes place in the context of school-university-community partnerships alongside children, teachers, and families. I am a former middle school science teacher from Houston, TX, and I earned my B.S.Ed. and Ph.D. from University of Michigan. Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!Unlock the secrets to effective math instruction with our special guest, Graham Fletcher.   Together, we explore the evolution of learning from concrete to abstract concepts in K-5 education, highlighting the importance of commitment over mere compliance in teaching standards. Graham also inspires us to embrace vulnerability in professional growth, encouraging educators to support each other through challenges and to cultivate an inclusive learning environment. Don't miss this opportunity to learn, grow, and be inspired by Graham's invaluable insights.About our guest:Graham Fletcher has served in education as a classroom teacher, math instructional lead, and currently as a math specialist.  He continually seeks new and innovative ways to support students and teachers in developing a conceptual understanding of elementary mathematics. He is a coauthor of Building Fact Fluency and openly shares many of his resources at gfletchy.com.Want to send us a show idea or just say hi?  Email us at: [email protected]! 

What did you think of the episode? Send us a text!What if the transformative power of AI could redefine the educational landscape as we know it? Join us as we, alongside Brandon Langer, navigate the complex interplay between AI technology and education. In our latest episode, we dissect how advanced AI models are poised to revolutionize learning by creating personalized experiences that captivate students while ensuring they explore new topics. We discuss the delicate balance required to maintain a comprehensive educational experience that goes beyond mere personalization. About our guest: Brandon Langer is an accomplished educational leader and administrator, specializing in technology and educational program development, curriculum writing, project management, and communications. He currently leads strategic communications and educational partnerships at the Montgomery County Intermediate Unit (MCIU), aiming to enhance programs and services for students, educators, leaders, and staff. Brandon's professional journey began with a Bachelor of Music in Education from the University of Delaware, evolving through various teaching and administrative roles that leveraged his deep expertise in instructional technology and curriculum development.Brandon also serves as a leader in statewide educational technology committees, developing vendor partnerships that enrich educational technology across Pennsylvania. His strategic vision and dedication to fostering relationship-based growth underscore his belief in the transformative power of education through innovation, technology, and human-centered programming.Want to send us a show idea or just say hi?  Email us at: [email protected]!