College & Career Readiness Radio

Dr. Osheroff says that career development should begin as soon as students arrive at college, not in their final year, because early engagement helps them build confidence, find opportunities, and avoid missing out on internships or other high-impact experiences.He explains that his office at the University of Southern Maine uses peer career guides to create a low-pressure first step for students who may be hesitant to meet with a professional advisor.Dr. Osheroff notes that the peer career guide model works because students connect more easily with near peers who are still figuring things out, and because empathy is essential to effective peer advising.He says the program includes training, ongoing development, and employer-led sessions so students can learn what the job market values and share that insight with others.He emphasizes that internships should be more accessible, not just highly competitive summer opportunities, and says his team runs the program three times a year to create more entry points.He describes a process in which his team handles student recruitment, screening, interview coaching, and employer matching, making the internship process easier for both students and employers.He says spreading internships across fall, spring, and summer reduces competition and helps students fit part-time internships around their classes.He explains that the program grew because USM invested in it over time and was able to show that it improved student retention, classroom success, and post-graduation outcomes.He says paid internships are essential for equity because many students are commuters, work part-time, and have rent, childcare, or other financial responsibilities.Dr. Osheroff explains that funding comes from grants and cost-sharing with employers, with each partner’s share varying by organization size and other factors.He says the goal is to create meaningful, project-based internships rather than busywork, and his team helps employers design stronger roles from the start.He notes that each internship begins with a learning agreement and three student-set learning outcomes, followed by midpoint check-ins to address issues before the internship ends.He tells listeners that the team measures outcomes through surveys, resume support, and longer-term follow-up with alumni to see where participants go afterward and how the experience shaped them.His main message is simple: if an idea is useful, start small, try it, and let it grow in your own context.

Our guest for this episode of College & Career Readiness Radio is Dr. Mark Covelle, Administrative Director of Middle Bucks Institute of Technology and a Founding Member of the CTE Collective. Mark says that interest in CTE has surged post-COVID because hands-on, authentic learning could not be replicated online. The skilled trades gap has added further momentum nationally.He notes that in CTE, students practice — they work on real brakes, deploy real safety equipment, and build real things. Traditional classrooms more often ask students to pretend. Kids know the difference, and it affects their engagement.His school serves 1,000 students across 21 career programs and issued over 1,500 industry-recognized credentials last year — roughly 1.5 per student. These credentials are portable, tangible evidence of skill beyond a transcript.Business and industry partners tell Mark the biggest gaps in young workers are persistence (stalling when stuck), communication, and general professionalism. MBIT grades students on employability weekly — resumes, interviewing, professional conduct, and workplace interaction are all part of the curriculum.Mark believes that every K-12 school should have an internship program. Students need professional feedback at 18, not 24. Even virtual or industry-problem-based experiences count. Getting that feedback earlier — with educator support — changes outcomes.Mark and TJ discuss how authentic problems can live in any classroom. An English problem-solution paper can be drawn from a real local business challenge. A student who needs math to complete an engineering project will learn that math. Purpose drives motivation.Mark tells a story about involving students in school branding. MBIT's "ambition" identity came from a student who noticed MBIT sits inside the word ambition. It became a neon lobby sign, a podcast, and a school-wide hashtag — and it stuck because students created it.Mark's closing message: authenticity matters. Authentic learning builds trust, persistence, and a positive relationship with school — the skills employers say are missing most.College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform serving students worldwide.

Our guest for this episode of College & Career Readiness Radio is fourth-generation educator, coach, and multiple-time best-selling author Chip Baker. Chip is the creator of The Success Chronicles, a YouTube channel and podcast where he interviews people from all walks of life about what it truly takes to be successful in life. Drawing from thousands of these conversations, Chip and host Dr. TJ Vari connect the dots between post-secondary success and the skills, mindsets, and experiences students need for college and career readiness worldwide.​After years of interviewing high performers, Chip identifies a core throughline: the ability to overcome adversity and “grow through, not go through” tough times. He argues that on the other side of our hardest challenges is our maximum growth, and that educators play a pivotal role in helping students develop resilience and perseverance. For Chip, relevance is key—students engage and persist when learning is tied to real-world applications, pathways, projects, internships, and work-based learning that clearly connect to their futures.​Chip highlights the quiet but powerful impact of educators, counselors, and support staff who consistently show up with care, presence, and high expectations. These adults build quality relationships, provide relevance, and communicate, “I really care about your success,” which Chip sees as the foundation for student growth and long-term achievement. He notes that many successful people attribute their progress to someone who poured into them when they doubted themselves, or to their own decision to “be the one” who changes the trajectory of their family through education, learning, and new environments.​From The Success Chronicles, Chip distills recurring traits of successful people: resilience, self-belief (“you are enough”), strong support systems, core principles, lifelong learning, time management, self-awareness, reflection, and intentional goal setting. He emphasizes that learning is not optional, and that managing time—saying no to what doesn’t matter so you can say yes to what does—is essential for sustained success. These traits align directly with many districts’ portraits of a graduate and provide research-informed guidance for the skills schools can intentionally teach and assess.​Chip shares powerful quotes and themes from his guests such as “failures are fuel for success,” “consistency is the truest measure of performance,” and “don’t let your life be driven by your to-do list—let it be driven by your to-be list.” He uses these ideas with students, helping them “conquer themselves” by understanding their triggers, interests, and values so they can eliminate distractions and build a life aligned with who they are. Explaining why he started The Success Chronicles, Chip says he simply wanted to serve, give, and stop “keeping to himself” the powerful conversations that had expedited his own growth. He loves highlighting unsung heroes who do the work without seeking recognition and believes “success leaves clues” that students and educators can use in their own journeys. His closing message to educators is his personal tagline: “Live, learn, serve, inspire—go get it."Listeners can find on YouTube and on all major podcast platforms, and explore his more than 30 books, merch, and resources through links in his social media bios or by searching his name on Amazon.

Our guest for this episode of College & Career Readiness Radio is best-selling author of Careers By the People, Mike Wysocki.Mike Wysocki discusses how his own career path shaped his focus on career readiness. As a first-generation, low-income student, his early goal was simply to go to college and get a job in business. After graduating, he found the experience underwhelming and unfulfilling. Even when he later moved into well-paid tech sales in Los Angeles, the work felt unchallenging and disconnected from his interests. That realization led him to ask others about their careers, which ultimately inspired his book Careers by the People, featuring candid advice from more than 100 professionals.Through his research and speaking with students, Wysocki has found that many young people remain confused about career paths, particularly outside elite universities. He believes the connection between education and the workforce is often weak, with students lacking awareness of industries, networking strategies, and professional tools like LinkedIn.Wysocki pushes back on the idea that students should simply follow passion or talent alone. Instead, he encourages students to identify industries that genuinely interest them and then apply their strengths within those fields. Building a network within an industry makes it easier to move between roles such as sales, operations, or marketing while maintaining connections and credibility.A key piece of his advice is for students to speak directly with experienced professionals. Conversations with people who have spent years in a field—and especially those who have left it—provide more realistic insight than relying on peers or family members alone. Hearing multiple perspectives helps students better understand the pros and cons of different careers.Wysocki also emphasizes that many students only know careers within their family networks, which can limit awareness of other opportunities. Expanding exposure to different industries earlier in life can help students discover options that better match their interests.Reflecting on his own experience, Wysocki says college was valuable because it helped him build writing skills, confidence, and broader knowledge. He believes higher education can be transformative, particularly for students from working-class backgrounds, but students must also use that time to actively explore careers and build professional connections.His upcoming book examines how current college students prepare for the workforce, using detailed questionnaires with students from state universities across the United States. The goal is to better understand their career thinking, preparation strategies, and the gaps that still exist between college and the workplace.Wysocki encourages educators to leverage alumni networks and retired professionals when helping students explore careers. Alumni can share practical experience, while retirees often feel freer to speak candidly about the realities of their industries.

This episode of College & Career Readiness Radio features our guest Patrick Jones, an experienced educator, business leader, and expert in career readiness. Patrick argues that the “internship shortage” is really a systems problem rooted in how higher education and K-12 interface with employers, not a lack of student interest or talent. He explains the friction employers face—especially smaller organizations—when trying to work with colleges, and calls for more employer-friendly structures, incentives, and even intermediaries that can broker relationships at scale.Patrick emphasizes that today’s students often arrive at college with less work experience and limited exposure to the full range of roles in industries they care about. He shares examples of helping students see beyond the obvious job titles (like “athlete”) to the many supporting careers in areas such as sports marketing, finance, operations, and analytics, and stresses the importance of discovery experiences that broaden their sense of what’s possible.He also makes a compelling case that any internship is better than no internship, because the biggest barrier is access, not perfection. Even imperfect or loosely structured internships can teach punctuality, communication, hierarchy, feedback, and “managing up,” especially when paired with reflection and guidance from an advisor or faculty member.Patrick introduces his Discover–Ready–Find framework, the focus of his forthcoming book. Discover helps students understand how the labor market really works and why relying only on degrees and GPAs is risky. Ready reframes college as a platform for building emotional maturity, durable skills, and early work experience, starting as early as the first year. Find helps students develop a career “taste palette,” so they can intentionally seek environments and roles that fit who they are, rather than taking the first offer by default.Throughout the conversation, Patrick returns to one central theme: students don’t just need more programs—they need caring adults and well-designed systems of support that prepare them for the realities of work. His message to educators is clear: build real relationships, create more on-ramps to authentic work experiences, and help young people connect their education to opportunity with purpose.

This episode of College and Career Readiness Radio features Kim Gameroz, founder of Teaching Inside Out and SELbrate Good Times.Kim defines SEL as intentionally teaching students how the social world works so they can function successfully in life and work, rather than assuming they already possess these skills. She emphasizes cognitive flexibility (shifting when things do not go a student’s way), emotional intelligence (accurately identifying emotions and using strategies like mood meters and zones of regulation), perspective taking (jumping into the mind of another person, character, or historical figure), and executive functioning (goal setting, planning, and adapting plans) as core elements educators must actively teach.​For classroom practice, Kim urges educators to embed SEL into daily systems and routines instead of treating it as an add-on program. She describes an intentional feelings check-in that always pairs “How are you feeling?” with “What tool will you use to support yourself right now?” so students build a toolbox of self-regulation strategies and then reflect later on whether those tools actually helped.​Kim stresses that the real “solution” begins with the adult: SEL is not about fixing kids, but about educators making a mindset shift toward teaching lagging skills rather than punishing behavior. She challenges teachers, counselors, and leaders to be intentional in their responses, avoid explosive reactions, and recognize that they are not meant to do this work alone; instead, they should “find their herd” of like-minded colleagues who believe SEL must be taught, not assumed.​Drawing from her upcoming book, Becoming the BISON, Kim uses the bison metaphor to describe educators who “run into the storm” together rather than avoiding hard situations like challenging behaviors, difficult parent emails, and classroom chaos. Bison represent being intentional so others notice—choosing actions that create a sense of calm, unity, and growth mindset for students, and modeling cognitive flexibility and emotional regulation during inevitable storms.​Kim offers concrete modeling moves for elementary classrooms, such as “mental dress rehearsals” of transitions where students act out expectations with their hands before moving their bodies. She frontloads potential problems (e.g., what to do if someone takes your spot) and explicitly teaches flexible responses, then uses calm prompts like “Was that part of your path?” to coach outliers toward expectations rather than relying on punishment.​For secondary students, Kim adapts the same rehearsal idea to executive functioning and future planning. She suggests guiding students through visualizations of going home, managing after-school schedules, and deciding when and how they will study or complete assignments, helping them mentally sequence steps and adjust plans when life “storms” disrupt the day.​Kim explicitly connects these SEL competencies—emotional intelligence, planning, organization, cognitive flexibility, and co-regulation—to college and career readiness as durable, transferable skills. She notes that adult life requires constantly shifting plans, regulating emotions under stress (from broken pipes to workplace conflicts), and working productively with people who may be difficult, all of which mirror the SEL work students must practice in school.​Her closing message to educators is clear: “Teach social and emotional skills, don’t expect them.” When a student’s behavior is frustrating, she encourages adults to ask, “What skill is lagging?” and remember that “kids do well if they can,” shifting from blame to instruction and from expectation to intentional teaching.

Our guest for this episode of College & Career Readiness Radio is Brian Johnson. Brian explains why simply “placing kids” isn’t enough and why districts must define clear quality criteria so work-based learning experiences are aligned, mentored, and meaningful.He shares the six basic characteristics he uses to vet opportunities: minimum hours, alignment to a student’s pathway of study, a professional mentor/supervisor, a real-world environment, student interest, and space for students to discover what they don’t want.Brian describes his student intake process, where he learns about each student’s pathway, interests, dislikes, and dream organizations and uses that to co‑design potential placements.He has students spend two weeks actively using their own networks—family, neighbors, community—to try to find a placement, teaching them that finding a job is a skill and giving them “skin in the game.”Brian notes that 50–60% of students typically find their own placements, and then he steps in to formalize details with partners and ensure the experience meets district criteria.He talks about preparing and coaching industry partners, including helping them understand the developmental realities of working with teenagers and why their feedback is so powerful.Brian outlines a clear termination process: partners coach first, but if performance doesn’t improve, they are encouraged to end the placement just as they would in real life.He emphasizes that termination should be a learning experience, not the end of the road, and he builds in a redemption process so students can reflect, get coaching, and try again.In the redemption phase, students must fully own the search for their next experience, while Brian commits to supporting them (including making calls alongside them if they struggle to find something).He explains how he creates “competitive opportunities” where students must apply and interview, even if there are enough slots, so they feel pressure, practice competing, and learn to handle rejection.Brian shares how he uses “rejection therapy” and real examples (like a student losing an opportunity after signaling wrestling was a higher priority) to help students understand professional expectations.He contrasts asking for unpaid favors from industry with offering a “menu” of ways to partner—career fairs, speaking in classes, mentoring, hosting interns, hybrid options—to make participation realistic.Brian cautions that relying on philanthropy alone is not sustainable and urges coordinators to approach this work more like relationship‑based sales that respect a business’s needs and constraints.He calls for advisory boards and partners who truly bring value and ideas to the table instead of just “checking the box” of attendance.Brian explains why work-based learning must be part of a district’s DNA, not a last‑minute add‑on in 11th or 12th grade, and why culture and expectations have to be built over time.He describes “curiosity fairs” for pre‑K–4, where students dress as what they want to be and meet real professionals from those fields, alongside more traditional career fairs in grades 5 and 7.He emphasizes using parents and families as the first and strongest partner network in elementary schools, inviting them in as speakers and role models from all kinds of jobs.He encourages schools to think less about hitting home runs and more about consistent exposure so students don’t reach senior year with no idea what they want to do.Brian’s closing message is that educators should stop trying to control everything: they should own the systems and supports, but students must own their journeys, their effort, and their outcomes.

Our guest for this episode of College & Career Readiness Radio is Jan Jardine. Jan Jardine explains how work-based learning helps students connect classroom learning with real-world careers through internships, apprenticeships, and CAPS-style industry projects, often revealing both what students love and what is not a good fit before they invest in postsecondary education.She describes how CAPS programs “bring industry to students” by embedding them in professional environments where they work in teams on authentic client projects, practicing skills like communication, project management, and handling iterative feedback instead of just observing adults at work.She emphasizes the importance of starting career-connected learning earlier, moving beyond a 9–12 or “just CTE” model by integrating projects and industry connections into middle school courses like College and Career Awareness and even elementary-level career exploration, so students do not “meander” through pathways without direction.Jan also pushes for breaking down silos between core academics and CTE, sharing examples of engineering students who independently applied calculus to design a moving staircase prototype, illustrating how interdisciplinary, project-based work makes academic content meaningful.​For rural and under-resourced communities, Jan urges educators to treat the school system itself as an industry partner—leveraging child nutrition, IT, transportation, HR, and other internal departments, as well as nearby community colleges, to create rich work-based learning experiences even where external employers are scarce.She reflects on the 2025 ACTE CareerTech Vision conference (in New Orleans this year), noting growing national momentum: more conference sessions on rural innovation, younger grades, and postsecondary collaboration.Jan highlights the upcoming National Work-Based Learning Conference in Rhode Island (April 29–May 1), where sessions will range from foundations for new coordinators to advanced topics for experienced leaders looking to “level up” their programs, with special attention to business partner engagement and rural models.She also shares details about the ACTE-sponsored Leadership Alliance for Work-Based Learning, a new cohort for 10 practitioners that includes in-person learning at the conference, five virtual sessions, and a capstone project to be presented at the 2027 conference, designed to help leaders tackle real challenges in their own contexts.​Her call to action for educators is simple but powerful: share your story—do not assume your work is “no big deal,” because when you consistently tell students’ success stories, communities, industry partners, and policymakers better understand the impact and begin to advocate for and invest in this work.

Our guest for this episode of College & Career Readiness Radio is Thomas Murray. Tom Murray says that strong leadership is the foundation of any innovative, student‑centered district and that every major initiative will rise and fall with the quality of its leaders.​Tom explains that the best leaders are learners who empower others, adapt, delegate to build capacity, engage their communities, reflect on their work, and ultimately lead as servants.​He emphasizes that leadership is not about titles and that some of the most influential leaders in schools are classroom teachers, support staff, or bus drivers who care deeply, solve problems, and earn others’ trust.​Murray points out that a healthy culture cannot coexist with toxic leadership and that every interaction in a school system is either building the culture up or tearing it down.​Tom says that districts must be intentional about leadership development through coaching, mentoring, and clear pipelines for aspiring leaders, instead of expecting people to figure it out alone.​He argues that “college and career readiness” must truly mean college and career, treating four‑year college as one important option among many pathways.​Tom Murray notes that giving students access is not enough and that real success depends on creating a sense of belonging where students feel the space was designed with them in mind.​He believes the ultimate purpose of pathways work is to ensure every student has enough exposure and support to graduate ready to live life on their own terms.​Tom says that pathways work should start in elementary school so students can learn who they are as learners and see a wide range of careers beyond what they encounter at home.​Murray shares that Future Ready Pathways offers free, research‑informed resources to help districts design pathways that expand access, opportunity, and belonging for all students.Tom Murray says that strong leadership is the foundation of any innovative, student‑centered district and that every major initiative will rise and fall with the quality of its leaders.​Learn more at FutureReadyPathways.org.

Our guest for this episode of College & Career Readiness Radio is Brandon Busteed. Brandon says that work-integrated learning connects traditional academic study with learning that happens on the job and includes not only internships, but also co-ops, apprenticeships, job shadowing, and long-term classroom projects designed with industry input.​Brandon points out that internships are a game changer: students who have an internship in college are about twice as likely to secure a good job at graduation and remain engaged in their careers, but under a third of graduates actually have such internships with real classroom applicability.​​He emphasizes that the biggest problems are scale and equity, noting that while 8.2 million college students want internships, only 3.6 million receive one; access skews toward students with more resources and social connections.​Brandon argues that the internship supply-demand gap could be closed if every employer devoted 5% of their jobs to interns, and that even paying all interns fairly would be comparable in cost to other large-scale federal investments.​According to Brandon, the quality of internships matters as much as their availability: longer internships yield better results, but any length is valuable if there’s a meaningful project, feedback, and structured reflection alongside clear learning goals.​He believes that high-quality, work-integrated learning can and should be embedded into classrooms through real-world, project-based work that exposes students to a variety of industry roles.​Brandon’s work at Edconic includes “industry immersive” programs, which partner with well-known organizations so students can experience hands-on projects, receive direct feedback, and learn about multiple types of jobs even if traditional internships aren’t an option.​He insists that co-designing and co-teaching these experiences with educators and industry leaders is critical, as educators bring assessment and pedagogical skill while industry partners provide real-world context and mentorship.​Brandon says that parents and educators often focus too much on grades and test scores, undervaluing work experience even though it’s vital for career success.​Lastly, Brandon calls for a culture shift: he believes that policymakers, schools, parents, and employers need to treat paid, quality work experiences as a fundamental part of education, not just an option for a privileged few.

Our guest for this episode of College & Career Readiness Radio is Alisa Morse, K12 Director for the CAPS Network.Alisa Morse explains the concept of “profession-based learning” as an umbrella term for connecting students with real-world industry experiences, including internships, co-ops, client-connected projects, and career discovery.​She highlights that high-impact client-connected projects involve students working directly with industry partners to solve open-ended problems that aren't mission critical but offer authentic challenges, mentorship, and opportunities for innovation and self-discovery.​The CAPS Network brings industry experts into classrooms, enabling all students—not just those in internships—to participate in practical, relevant projects and develop durable professional skills like teamwork and project management.​Profession-based learning can be adapted for every age group, with new initiatives starting in middle and even elementary school to foster career awareness early and address gaps in work-based learning equity.​Alisa details how projects can fit into core classes (e.g., connecting biology with local Parks and Rec projects), elective/academy pathways, short challenge events, or through mentorship and internal partnerships within the school community.​She emphasizes the importance of self-reflection and metacognition during and after these projects to deepen learning and help students make informed decisions about their future.​The episode includes practical advice for rural schools and underserved communities: start with internal resources like school staff, local Chamber of Commerce, and county economic development offices to connect students with real work experiences.​Alisa shares free resources (experience.work and CAPS Network website) that help educators launch and operate profession-based learning, including customizable templates and guides for partnering with industry.​Her call to action for educators is to “go where students lead”—following their interests and energy to create transformative learning opportunities, and embracing humility to allow students’ passions to guide school improvement.You can reach Alisa at [email protected], if you want to discuss college and career readiness with the host of the show, including MaiaLearning as a solution to bridge the gap between industry partners and the school system, book time here.

Our guest for this episode of College & Career Readiness Radio is Scott Carr from CESA2 in Wisconsin. Scott specializes in connecting academic learning with real-world applications through career and community readiness frameworks.​He emphasizes that lasting change in education starts with shifting mindsets and moving away from compliance-based systems to a re-culturing process focused on purpose and relevance.​The transformation involves multiple phases: re-culturing and visioning (year one), engaging a readiness team of educators, piloting innovative classroom practices (year two), and full universal implementation led by teacher champions (year three).​Scott highlights the impact on teachers, notably increased self-efficacy, rejuvenation, and desire for meaningful change, as well as improved student engagement, purpose, and attendance.​Real-world application is achieved by having students work in collaborative teams with assigned roles and responsibilities, centering classroom activities on profession-based themes, and shifting grading from compliance to content defense and discovery.​He shares real-life examples, demonstrating that classes using profession-based learning see higher engagement, accountability, and proficiency rates—even in controlled, A/B test settings compared to traditional methods.​Community and business partners are actively involved in work-based learning, benefiting both students and local organizations.​Scott advocates for measuring impact through journey maps, testimonials, and portfolio-based assessments, rather than relying only on test scores—though test scores and other academic benchmarks still matter.​The key takeaway for educators: meaningful change is “not doing more, it’s doing differently”—restructuring practice to energize teachers and students, not simply adding to their workload.If you’re interested in hearing more about tools that can facilitate what Scott discussed, including a student portfolio, book a time here to talk to the host of the show.

Our guests for this episode of College & Career Readiness Radio are Dr. Steve Regur and Ed Hidalgo from connectthework.com.Ed Hidalgo emphasizes the importance of giving students agency in their academic and career planning, focusing on self-discovery and personal strengths.Steve Regur discusses strategies for fostering student empowerment, including the use of personalized learning plans and reflective activities.Both guests highlight ways that schools can use career frameworks and tools to help students connect learning to future opportunities.Ed notes the value of career exploration starting in elementary and middle school, not just high school, to build awareness and readiness early.Steve shares how engaging families and community partners increases student motivation and ensures relevance in career readiness programs.They underscore the need for teaching students practical skills for navigating career pathways, such as networking, informational interviewing, and tracking progress.Ed and Steve both advise educators to provide students with multiple pathways, including technical, community college, and four-year university options.They stress that continuous feedback, goal-setting, and self-reflection are key elements for students to remain engaged and confident about their future plans.The guests share real-life examples of students discovering strengths and interests through structured curriculum, assessment tools, and mentorship.Closing advice centers on cultivating student curiosity, encouraging student voice, and building strong school-to-career connections to prepare learners for purposeful futures.If you want to see a tool that can help teachers facilitate all of what Ed and Steve talk about on the show, book a demo now. If you want to discuss college and career readiness with the host, book time here.

Our guest for this episode of College & Career Readiness Radio is Raymond Thiry from Access ASU.Ray highlights the complex requirements for college eligibility—such as 16 core required courses and a minimum GPA—that often differ from state high school graduation requirements. Without monitoring these, many students miss out on university options they are close to qualifying for.Ray notes that high school counselors in Arizona (and beyond) are stretched thin, with ratios around 650:1, making it hard to track and support all students in becoming college-eligible.Access ASU bridges these gaps for students—especially first-generation college-bound students—by providing hands-on support for applications, FAFSA, and navigating system complexities. Ray and his colleagues work directly with K-12 schools and communities, often in Spanish as well.He underscores the importance of demystifying the real cost of college. Published tuition is not the price most students actually pay; with scholarships, need-based aid, work programs, and employer tuition benefits, college is often more affordable than families expect.Ray advocates for aligning high school course planning to university eligibility from the beginning, reverse-engineering programs to ensure more students naturally meet admissions requirements.He insists that “access” includes communicating the value of university as well as explaining career and technical pathways, but warns against misconceptions: low transfer and completion rates at community colleges mean pathways must be followed carefully.Ray shares that institutions like ASU offer student success programs such as the “First Eight Weeks” and practical classes on “how to do college,” which are especially helpful for first-generation and low-income students.For schools, Ray recommends improved data sharing and direct admissions strategies to bridge high school and college transitions smoothly.His billboard message: No one regrets getting their degree—invest in access, preparation, and planning for every student’s future.

Our guest for this episode of College & Career Readiness Radio is Amanda Daniels from GPS Education Partners. Amanda emphasizes that building quality work-based learning starts with a clear and shared vision among all stakeholders—teachers, district leaders, business partners, students, and collegiate partners.She warns that the absence of a shared vision leads to confusion, burnout, and lack of alignment on student success.Amanda shares practical strategies for facilitating vision clarity: ask every stakeholder “what does success look like?” then get them in the room to co-create a repeatable, energizing vision statement.She highlights the importance of including collegiate and community partners early in planning, to build “bridges” for students’ ongoing education and avoid the “drop-off model” between high school and post-secondary life.Amanda encourages using tools like the “five whys” for consensus, Knoster’s Model of Complex Change for strategic planning, and a logic model for organizing implementation steps.She recommends hiring a consultant as a neutral party to facilitate and sustain strategic planning, but says districts can make progress using these models even without outside support.Amanda stresses measuring what truly matters—beyond headcounts—by tracking growth in students’ social capital, stakeholder confidence, and meaningful work-based learning outcomes.Her central message: College and career readiness is too important to leave to chance—create a shared vision, align your community, and measure what matters for students and partners.She points to Jason Van Nus for a description of ROI, Kristy Volesky for how to tell a story, and Julia Freeland-Fisher for more about the network effect of work-based learning.

Our guest for this episode of College & Career Readiness Radio is Assistant Superintendent Eder Joseph. EJ shares that about 65% of his CTE high school graduates pursue two- or four-year college, reflecting that CTE is a path to college as well as careers.He highlights that parents often carry outdated views of CTE as “vocational,” and that it requires effort to change the narrative toward CTE as a viable, rigorous, and respected option.EJ points out that many of his students use CTE pathways as a springboard, for example, learning culinary, cosmetology, or trades and then choosing to pursue business education in college so they can become entrepreneurs in their field.He describes intentional program features such as having students in programs (like cosmetology) develop business plans, create resumes, and design business cards with help from other CTE students.EJ notes that students in his CTE programs get the chance to showcase their business plans schoolwide, including details like pricing and service offerings, which builds real-world business skills.EJ states that branding and program structure matter: his district groups CTE programs into “schools of” (e.g., School of Allied Health, School of Performing Arts Academy, School of Skills Trade) and uses “career major” terminology to enhance program appeal and clarity for families.EJ is a big fan of community college because of its affordability and the flexibility for students to explore various pathways before committing to a four-year program.Don’t miss what he shares about his own children who followed the two-year community college to four-year university path, resulting in significant cost savings.EJ reports that dual enrollment is a core focus, both in academic and CTE courses, making it possible for students to earn college credit prior to high school graduation.He urges district leaders to research local colleges’ offerings and build dual enrollment partnerships, noting that community colleges are generally eager to partner with high schools.EJ explains that by aligning curriculum with college offerings and collaborating with decision-makers, high schools can quickly expand dual enrollment opportunities for students.He emphasizes the value of work-based learning: students in allied health programs, for example, complete clinical rotations that help clarify which areas of the field they do (and do not) want to pursue.EJ sees the process of learning what careers students don’t want as equally valuable as confirming what they do want, minimizing costly missteps after high school.EJ believes that both credentials and lived experience are key—his students leave with “real” industry-valued credentials that pass scrutiny from industry partners.He and his district use parent engagement sessions—including events with community college partners—to educate families about the financial benefits, flexible transfer options, and overall value of CTE and dual enrollment.EJ shares that enrollment in his district has increased by 18% since adopting strategies like the exploratory major period and dual enrollment partnerships.He stresses the importance of both CTE and AP/academic rigor, ensuring that all students are challenged and graduate prepared for either college or a successful career.EJ’s “billboard” message: every student should graduate with a true understanding of the pathway they are choosing, so that they avoid spending unnecessary time and money finding their direction after high school.

Our guest for this episode of College & Career Readiness Radio is Troy Long.Troy Long’s journey from CTE student to district leader illustrates how career and technical education (CTE) energizes students—especially in urban settings—by connecting their interests and strengths to engaging, hands-on learning.CTE isn’t just a pathway to careers—it’s a powerful driver for college persistence and post-secondary success, busting myths about vocational education being a “lesser” option.Articulated agreements between high schools and colleges allow students to earn college credits through their CTE or academic classes—without additional tuition costs.These credits give students a leg up, enabling them to graduate college with less debt, more skills, and higher earning power.Troy emphasizes partnership with local colleges and universities (e.g. Thomas Edison State University, Rider, Mercer County) and the importance of curriculum alignment for valuable, transferable credits.He tells us that CTE can create a more attractive district, increase enrollment, and garner greater federal funding (e.g. Perkins allotments) for CTE programs.CTE courses scheduled at the start of the day motivate students to attend, boosting engagement and overall achievement—even in math and English.Troy says that top-performing schools show thriving CTE pathways correlate strongly with improved attendance and graduation rates.CTE gives students their “why” and “how,” driving enthusiasm and retention across comprehensive and vocational districts.CTE cultivates entrepreneurial mindsets, teaching business skills, marketing, and product development through dedicated pathways and competitions.Students experience the entire journey, from innovation (like alarm pillows for oversleepers) to pitching and selling—often with mentorship from entrepreneurs and industry partners.Career and Technical Student Organizations (CTSOs) like DECA and SkillsUSA provide competitions, leadership development, and invaluable experience aligned directly to students’ chosen pathways.Troy gets his industry partners involved in curriculum development and advisory boards, ensuring education remains current with evolving technologies like AI and guiding stackable, regionally-valued credentials.Credentials must align to local demands—schools often work with the Department of Labor and local employers to validate what matters most.Troy challenges outdated perceptions: CTE pathways are advanced, rigorous, and blend seamlessly with upper-level classes and college preparatory programs.Integrating CTE into scheduling and pathway design leads to meaningful and successful careers, not just jobs.Every school leader, counselor, and educator should take a hard look at expanding CTE offerings.Troy’s billboard message: “The new millionaire class is CTE students.” This should inspire all districts to reconsider CTE as central to college and career readiness.Set ambitious goals: 100% of students graduating with pathways, energized by CTE, and equipped for successful futures.

Our guest for this episode of College & Career Readiness Radio is Dr. Kevin Fleming.Dr. Kevin Fleming frames today’s workforce as flexible, transient, and tech-driven, with students now likely to hold 24 jobs across 5 industries in their lifetimes.Success in this new economy requires not only academic knowledge, but also adaptability, self-awareness, technical skills, executive functioning, and the ability to learn—and unlearn—throughout one’s career.Kevin emphasizes that traditional, linear career paths (one job for life) are now the exception, not the rule.The “factory bell” schedule and the Carnegie unit—foundations of the 20th-century school model—are no longer aligned with workforce realities.The future is in hybrid flexible modalities or “HyFlex” learning: education delivered simultaneously in-person, live virtual, and asynchronously recorded, allowing learners to access instruction however and whenever fits their individual needs.Change is iterative and never one-and-done. Preparing staff for continuous improvement is essential.Kevin discusses the “diffusion of innovation” theory: target at least 16% of educators as early adopters to build internal momentum and drive systemic change.He says to pilot HyFlex programs with willing staff and share successes to convince broader school communities.Kevin and our host, TJ, stress the “yes, and” approach: all students need strong academic foundations and at least one industry-valued, third-party credential by graduation.Credentials must be regionally relevant—what’s valued locally may not transfer elsewhere. Advisory boards and industry panels are critical for identifying which certifications carry real worth in local job markets.Schools should provide students with a “menu” of meaningful credential options and teach them to be savvy about their ongoing education and what’s truly valued by employers.Dr. Fleming encourages stackable credentials and foster relationships with local community colleges, so each credential also builds a bridge to further education and upward pathways.College and career readiness today, according to Kevin, means helping students discover pathways that fit who they are, not just which jobs pay the most.Leadership requires creating coalitions, supporting early adopters, and modeling a willingness to keep evolving for the sake of student success.The future of college and career readiness is about relevance, validation by local industry, and helping every learner find their purpose—on purpose.Books mentioned during the show:Diffusion of Innovations by Everett RogersTipping Point by Malcolm GladwellCrossing the Chasm by Geoffrey Moore

Our guest for this episode of College & Career Readiness Radio is Dr. Melisa Marsh, expert in both college and career counseling and stress and burnout in education.College and career readiness isn’t just about admissions anymore—it’s about multiple pathways. Dr. Marsh emphasizes validating every option: four-year colleges, technical schools, associate degrees, and direct workforce entry.Dual enrollment programs and articulated agreements between high schools and colleges save money and time, allowing students to earn valuable credits before graduation.The old stigma against two-year and technical colleges persists—often more among parents than students. Educators and counselors play a crucial role in reframing this narrative and promoting affordable, high-value state options.Schools can actively build partnerships with nearby institutions, bringing college and technical school reps to high school campuses and organizing visits so students see hands-on programs in action.Counselors should use interest inventories and aptitude assessments to help students align passions and talents with viable academic and career tracks.State-mandated assessments support this work, helping students discover strengths and explore related careers before committing time or money to a direction that may not fit.Strong partnerships between high schools, two- and four-year institutions, and workforce partners are critical. Establishing contacts and regular events creates real opportunities for students to connect their K–12 journey with post-secondary success.Counselors should proactively educate both students and families about every available pathway and state-sponsored opportunities, including tuition-free options for qualifying students.School counselors partner with local colleges to provide campus visits and information sessions, demystifying alternative pathways and their benefits.Dr. Marsh highlights alarming rates of stress and burnout among educators—especially school counselors who often operate as “certified yes people."Chronic stress is distinguished from acute stress; it’s the chronic kind that leads to true burnout, impairing the ability to support students.Dr. Marsh encourages educators to set professional boundaries, manage time effectively, and regulate their own emotions as well as those of staff.Research shows just five deep breaths can reset the nervous system; educators should take intentional “brain breaks” during the day.Dr. Marsh stresses the importance of shutting down after hours (e.g., 6 p.m. no email rule) and modeling this for staff, encouraging a “tech detox” in the evenings.School leaders can delay emails and messages, ensuring staff are not burdened with notifications outside work hours—unless an emergency arises.Scheduled fun and emotional check-ins are part of fostering positive faculty culture and retention.School leaders should prioritize giving staff the “gift of time,” especially during busy periods like pre-planning.Dr. Marsh’s final message to the field: Dream big and encourage students to do the same. Even if a path isn’t direct, there are always ways to reach your goals—never give up, and always seek the next step forward.If you want to learn more about tips and tricks for college and career counselors, book a time to see a demo of the MaiaLearning.If you want to talk to the host of the show about college and career readiness,book a time to meet.

The guest for this episode of College & Career Readiness Radio is Jason Van Nus, Youth Apprenticeship Program Director and Talent Pipeline Specialist. Jason Van Nus introduces a continuum for work-based learning that begins in elementary school and continues through high school.Exposure (K-5): Students are introduced to a broad array of careers, expanding their understanding of what’s possible.Exploration (Grades 6-9): Students dive deeper into specific careers, building interest profiles and discovering what aligns with their skills and passions.Experience (Grades 10-12): Students participate in real-world job experiences directly connected to their studies and future career goals.He emphasizes the need for early exposure and exploration so students can make informed choices by the time they reach high school.Don’t miss what he says about the importance of employability skills (sometimes called “durable” or “transferable” skills) and how early career exploration helps prevent costly mismatches later.Jason advises educators to move beyond appeals to altruism and instead demonstrate the tangible value of work-based learning for businesses.He explains how work-based learning programs give employers early access to talent, create loyalty, and provide a competitive advantage.He reveals his personal compelling pitch for industry partners: by engaging with schools, businesses ensure their tax dollars help develop talent that will benefit their own organizations, not just their competitors.Jason advocates for the use of advisory boards (or “boards of directors”) made up of industry leaders, local officials, and community stakeholders to help shape curriculum and ensure it meets workforce needs.Don’t miss what he describes as a Reverse Career Fair—an innovative event where students set up booths to showcase their skills, and employers circulate to meet them. He discusses events that can expand students’ professional networks, particularly for those with limited social capital.Jason emphasizes that building social capital is especially transformative for students from disadvantaged backgrounds, helping to level the playing field for future success.People and organizations mentioned during the show: ACTE, Dr. Christopher Nesmith and Kristy Volesky. If you want to learn more about supporting internships, work-based learning experiences, and other ways to help students build their network, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

Our guest for this episode of College & Career Readiness Radio is Julia Freeland Fisher, Director of Education Research at the Clayton Christensen Institute. Julia explores how student success is shaped not just by what they know, but who they know—emphasizing the critical role of social capital in college and career readiness.Julia, author of Who You Know, shares research showing that approximately half of jobs and internships are accessed through personal connections, making network-building an essential component of opportunity.Many educators focus on expanding students’ networks by introducing them to new people, but Julia encourages a shift in mindset: networking can start with deeper, more intentional conversations with existing contacts—family, teachers, coaches, and community members.Research from six career-connected learning programs reveals that students often know more people than they realize but aren’t having meaningful conversations about their futures with these connections.There’s a wealth of “under-capitalized social capital” around students, and schools can help students tap into these existing relationships for guidance, mentorship, and opportunity.Students from higher socioeconomic backgrounds inherit broader professional networks, giving them a significant advantage in the knowledge economy, which is why Julia encourages schools to develop systems that unleash students’ natural networks and help to build stronger ones.Data shows that young people whose parents attended college are twice as likely to know professionals like lawyers, CEOs, and policymakers.Julia says that technology offers powerful tools for connecting students with professionals and mentors beyond their immediate community, breaking down geographic and socioeconomic barriers.Julia argues that the “unit of change” isn’t just relationships, but the quality of conversations students have about their futures.Students benefit from both “career chats” (guest speaker-style, informational sessions) and deeper “career conversations” (two-way, trust-based discussions about aspirations and anxieties).Julia shares that OECD research shows that students who experience three to five useful career chats each year see measurable wage premiums a decade later, but only if they find these interactions meaningful.Career conversations are especially impactful when adults: 1. Affirm students’ career-related anxieties; 2. Highlight skills students are already demonstrating; 3. Share their own career wisdom and experiences, regardless of field.She reveals that these practices boost long-term career satisfaction, clarity, and alignment between ambitions and actions.Julia encourages students and educators to map their existing networks and identify who they could talk to about their futures.She wants schools to equip all students with conversation starters and questions to spark new, future-focused discussions with familiar adults.We must regularly measure and update students’ relationship maps to track progress and ensure every student is building and diversifying their network as part of the post-secondary plan.The ultimate goal: students leave school not just with knowledge, but with a network that supports their long-term success, life-time earnings, and happiness at work. If you want to learn more about supporting internships, work-based learning experiences, and other ways to help students build their network, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

Our guest for this episode of College & Career Readiness Radio is Dan Gonzalez from District C. Dan starts with the need for students to come together to solve real world problems through District C’s Teamship process. Dan says that students are motivated by solving real problems for real people that add value to organizations and the lives of others. This moves from individual compliance to adding value to the world. He says that too many students graduate from high school without having solved “real,” “meaningful, or “urgent” problems. Industry partners are eager to use District C to help solve problems because they often bring forward problems that they can’t solve internally, and students bring creativity and new thinking to problems that organizations are struggling to solve. Don’t miss the story that Dan tells about a solution that students came up with that was totally unexpected by the business owner. Dan says that they intentionally don’t allow students to pick their project because they want the purest outcomes from team-based problem solving skills that can be transferable to other projects. Don’t miss what Dan says about helping students get better at the work. Just by being on a team doesn’t mean that their skills improve. Students need a coach. Dan tells listeners that students need tools that they can use to facilitate their teamwork. He explains two tools–questioning and take-five–that any educator can use in WBL or classroom instruction. Mitch Weather’s focus on durable skills, in particular executive functioning skill, came up on the show in terms of the skills-based movement versus knowledge acquisition. Team internships follow a process that includes individual research and the strategy is very close to what a jigsaw does when it comes together well. It’s important to understand the work of the coach in teamships. Dan explains how that has evolved, and how they train their coaches. Dan ends with a sense of urgency around the need for work-based learning for all students in every school. If you want to learn more about supporting internships and other work-based learning experiences, book a time to see a demo of the MaiaLearning. If you want to talk to the host of the show about college and career readiness, book a time to meet.

Our guest for this episode of College & Career Readiness Radio is Dr. Christopher Nesmith. The episode starts with a conversation about trust between schools and industry partners, and Dr. Nesmith is candid about the need for schools to understand what the partner needs and not just what the school (and students) can get from a partner. This was a reminder of our episode with Kristy Volesky. Chris says that the best case scenario is when the schools and the industry partners are united on a clear and common vision for what they’re seeking to accomplish. He says that many partners will get involved simply based on philanthropic efforts, and starting with philanthropy is fine but that can’t be the end-point. Don’t miss what he says about the two-way relationship regarding what students need to be work-ready. If there’s a mechanism for feedback, partners can tell schools how to better prepare students at the individual level. Christopher says that we can capitalize on students’ skills and abilities in the workforce, including product development in a way that drives the future of a company using high school students and their creativity. You’ll want to hear what he says about the pathways that his district supports and the details of what students earn as graduates. He gives some really practical advice about governance and how to cut the red tape of work-based learning at the same time connecting students to the organizations that will credential their skills anyway. Chris says that the fundamental reason why pathways, credentialing, and WBL aren’t scaling is because the money is funneled through grants and the grant awardees–whether school districts or nonprofit organizations–don’t understand the bureaucracies of the individual industries. Listen to what he says about the problems with isolation. Higher education, K12, industry partners, and accreditation agencies need to come together for work-based learning to flourish. Christopher explains what he learned in Switzerland and Germany about the divide between college and career and what they did to make sure it was a binary decision for students. Dr. Nesmith says that one of the solutions is "permeability." In other words, career and technical education (CTE) shouldn’t just lead to a credential or a job, it should lead to a path into a 2- or 4-year university as well. Chris describes what mastery-based learning and even credit acquisition can look like, and he calls for CTE teachers to lead the way in this work. We refer to ACTE several times in the show. Christopher leads an AASA group called Redefining Ready, which studies state examples of work-based learning and pathways. If you want to discuss work-based learning, industry partners, and other aspects of college and career readiness, book a time with the host of the show with the host of the show here. If you want to see a solution for working with business partners and tracking WBL for students, book a demo here.

The guest for this episode of College & Career Readiness Radio is Dr. Matthew Woods. Dr. Woods starts by telling the audience about his children’s book series, which is dedicated to helping K-5 students understand and explore careers that they might not otherwise learn about. Not only did he want students to see a representation of different careers, he wanted them to see representations of themselves in the characters. Don’t miss his line of thinking around how he designed each book to be able to help students uncover the language regarding careers and career exploration. The books started as a gift for his son, and then others were asking for them because of the need to help young people explore careers in early grades. We discuss the power of work-based learning and getting kids into internships and other work experiences where they get to see diversity beyond their school and community. Listen to what he says about selecting careers for the books and using his son’s interest to drive future stories. The idea is to ensure that young readers are never limited in what they believe they can be and do in life. Dr. Woods talks about imaginary boundaries that we place on ourselves based on what we see and experience in school and life. Matt explains why career exploration has to start early in life rather than the typical experience in middle and high schools. It’s important to begin the conversation when students are still curious and before they make up their minds about life’s possibilities. He tells a heart-wrenching story about a parent who didn’t want their child to have career exposure because it might mean that they leave the community and not return. He ends with a call-to-action to be more candid with students about career paths and what it takes to reach their goals. The more you pour into students at a younger age, the more they gain the confidence to grow into beautiful adults. ~ Dr. Matthew Woods. If you want to learn more about supporting K-5 students with career exploration, book a time to see a demo of the MaiaLearning games that teach students both career awareness and financial literacy.

The guest for this episode of College & Career Readiness Radio is Dr. Tyler Love from the University of Maryland Eastern Shore. The show starts with Tyler explaining the pathways for non-traditional teachers, including CTE teachers, to become certified to teach. He describes the types of courses that CTE teachers take in the State of Maryland. Tyler talks about the value of a state wide program that supports CTE teachers so that they can learn from one another regarding the different initiatives across the state rather than just in the districts local to them. Dr. Love discussed the teacher shortage and what it means to find and hire teachers from industries like computer science. He talks about the supports that are in place at the university level so that second career teachers don’t burn out, especially as they go back to school at night to earn their credential. Tyler discusses a study about teacher preparation when it comes to CTE teachers. First, the quality of the preparation program matters. Second, teachers who go through traditional programs feel more prepared than those who go through these alternative routes. He talks about the efficacy of career coaches and counselors who have to help students with making college and career choices. He explains some of the problems with hiring teachers to be career coaches who don’t have a CTE background. Tyler discusses the difference between R1 schools and schools like UMES and other historically black colleges and universities (HBCUs). He mentions a documentary published by PBS. His call to action to end the show is to ensure that 4-year institutions are at the table for the K-12 pathway, WBL, and general college and career readiness conversation. If you want to discuss CTE with the host of the show, book a time here. If you want to see a solution that supports career exploration for the career coaches that Tyler mentions, book a demo here.

Our guest for this episode of College & Career Readiness Radio is Kristy Volesky. Kristy starts by defining work-based learning and explaining why other definitions might be too broad, limiting the outcomes of a specific WBL experience. Don’t miss what she says about the “before, during, and after” of WBL that educators and business partners should be clear about to prepare students for the experience. She says that we ought to implement WBL in elementary schools, and she gives some detailed examples of how to do that. Project-based learning in schools is a great scaffold for WBL. It’s not just about sending kids to work; they need preparation ahead of time. Kristy describes some of the durable skills that students can learn before they go to work. She says that anyone who wants to start a WBL program should find the easiest entry point. We don’t need to scale it until some of the partnerships are operating without a lot of support. Listen to what she says about using a current CTSO to apply a project to a local business. One of the outcomes that Kristy explains is the social capital that students gain from WBL, including their network that they’re building on-the-job and the growth they experience for further upward mobility in the future. She talks about missed opportunities associated with “fake” WBL experiences versus real internships and solid placements. We call this “the network effect of WBL.” Kristy provides examples of how WBL can unfold at every level–elementary, middle, and high school. She redefines what a middle school career fair can be, providing them exposure before they make their four-year academic plans. Her final thoughts about the support that schools need to do this work are important. We have to overcome the barriers to WBL to progress the work for students. If you want to discuss work-based learning with the host of the show, book a time here. If you want to see a solution for working with business partners and tracking WBL for students, book a demo here.

Our guest for this episode of College & Career Readiness Radio is Sylvester Chisom. Sylvester says that experiential learning is the future of career and technical education. He tells listeners that interest assessments are critical to help students think about career options, and using assessments and other exploration tools should start in elementary school. Sylvester brings up the concept of skills-based hiring, and schools can train and verify students in skills that they can use in their career path. The answer is not the grading system but rather a portfolio of work and competency-based learning. Don’t miss what he says about portrait of a graduate (PoG) and grading changes associated with the skills on the PoG. Listen to the conversation about measuring skills and earning badges in all disciplines. Sylvester says that we need to highlight the durable skills that students are gaining so that everyone understands when they’re using certain skills, what they are, and how to transfer them in the future. He reveals some of the key uses of AI in education, and tells listeners that we can’t be so loyal to some of the old ways of teaching in schools. He gives an entrepreneurial example of how students can use AI to help them with their business development. And, he says that AI can help free up more time in the curriculum. Sylvester says that as industries progress, education has to change too. We have to prepare students for a future world, not today or yesterday. Don’t miss what he says about building curiosity and learning to ask really good questions. Sylvester references the College & Career Readiness Radio episode with Adam Welcome where Adam talks about schools blocking important tools and the need to be more progressive with technology. He shares several great examples of using project-based learning and notching it up to entrepreneurialism. His notion about building students’ confidence through authentic projects is incredible. A highlight from the conversation is the benefit of having students travel for work-based learning, which was a finding in a dissertation published by Principal-EL. Book a time to discuss college and career readiness with the host of the show, Dr. T.J. Vari.

Our guest for this episode of College & Career Readiness Radio is Don Wettrick.Don starts the show by giving credit to Dan Pink, who was one of the pioneers of the motivation movement–exploring what motivates people to learn new things.He explains the 20% theory in terms of giving students time to work on things that they care about that might not necessarily be aligned to a school-based unit of study.Don’t miss what he says about school getting in the way of learning and the difference between how C and D students respond to freedom versus A and B students.Don says that the freedom to learn whatever you want isn’t just a personal project. It comes with learning new skills and presenting to an audience beyond the classroom.He’s reframing the concept of “innovation” at the high school level to be more about an “entrepreneurial mindset.”Don dives deep into the definition of motivation: autonomy + mastery + purpose = motivation.He tells a story about a student who challenged his thinking about 20% time in schools and that it should be 100% of the time dedicated to interesting problems to solve versus the curriculum.Don has incredible examples of work-based learning, including two students who worked together to solve a fast-fashion waste problem with dog toys.He says that a teacher’s most precious resource is their network. One of the best things we can do is to share what our students are doing and creating on social channels and more.Don explains the type of durable skills and outcomes that students gain from identifying a problem and developing a solution for it.Don’t miss what he says about community engagement with the local chamber of commerce and the concerns that mayors have with talent retention.Listen to the difference between the traditional model where students get a problem to solve versus the skill of identifying the problem.Don talks about an innovative teacher fellowship, and he describes a best case scenario when departments are working together on the same problem.One call-to-action from Don is that teachers should have more conversations with employers: “what are you looking for in our graduates?”Book a time to discuss college and career readiness with the host of the show, Dr. T.J. Vari.

Our guests for this episode of College & Career Readiness Radio is Peter Hostrawser and Alli Dahl.Alli starts by talking about what it means to disrupt education, which she says is all about how to reach learners in the 21st century. Peter says that innovative schools are changing the narrative of what schools are and what they can provide for students. Don’t miss what Alli says about the work-based learning program that Jason Van Nus runs in Georgia. Peter says that “durable skills” should be taught “K through gray.” Alli tells listeners that the best school leaders are the ones who get out of the way of really innovative ideas, and they facilitate innovation by removing any red-tape. Peter talks about his admiration for Don Wettrick’s work, and Alli mentions Sylvester Chisom as someone who is really doing innovative things, including building houses as work-based learning. Alli says that all teachers need coaches, and we often need a precipitating event to get us out of our own way when it comes to change. Listen to her connection with skydiving. Peter tells listeners that LinkedIn is the space to go if they want to share or learn. Please connect with all of us there. He says that we should all be telling stories about the great things that are happening in our schools and classrooms, especially innovative teachers and CTE programs. Alli ends the show by saying that there’s no better way to invest in the community than to expose students to all of the wonderful things that are happening in it. “Get them out of the school and into local businesses and organizations.”

Our guest for this episode of College & Career Readiness is Jeannie Burlowski. Jeannie starts off the episode with her passion for getting students through college without debt. She has been an academic strategist for the last 25 years. Don’t miss what she says about her clients who have $180K worth of debt with time left in school. Her advice for students and families is priceless–helping students to avoid loan debt. She tells listeners that a lot of what students are told about college is simply a lie. Jeannie says that her book is always being updated because she learns new ideas all the time for saving themselves from college debt. She’s a proponent of career assessments to help students learn more about what they want to do, and no one needs to go to a fancy school to have a happy life. Jeannie says that counselors are the lifeblood of the college and career readiness conversation, but they don’t have enough time to do that part of the job, which is why they need a tool. Jeannie suggests the use of MaiaLearning to help counselors accomplish this. Don’t miss the tips and tricks that she outlines for counselors to use with students and families to use at home, including career assessment and tuition assistance. You’ll want to hear what she says toward the end of the show about CLEPs exams and Modern States.Finally, go to debtfreecollege.us for help with a debt-free experience.If you want to learn about a technology platform that Jeannie references during the show, book a demo with MaiaLearning.com. Book a time to discuss college and career readiness with the host of the show, Dr. T.J. Vari.

Our guest for this episode of College & Career Readiness Radio is Cyekeia Lee.Cyekeia starts by explaining the work she does in 58 high schools with the Detroit College Access Network (DCAN). She wants to ensure that “despite zip codes, students get what they need.” DCAN does professional learning with school counselors so that they’re aware of opportunities for access to college and universities for their students. Cyekeia emphasizes the fact that school counselors are often pressed for time and their focus is not always on college and career readiness, which is why DCAN is working to equip them with the tips and tools to maximize their effectiveness. Cyekeia talked about FAFSA completion and students’ sense of the purpose of college. DCAN has goals around FAFSA completion in Detroit, and you can’t miss the strategies that they’re using to connect with the communities. Listen to what she says about the FAFSA Blitz. She mentions some of the barriers to FAFSA completion and what they’re doing to try to overcome them. Cyekeia discusses policy implications in terms of what they’re intending to do and some of the hurdles in place to achieving better outcomes. She calls for more policies that bring the counselor to student ratios down and that the ownership of college and career readiness can’t just be on the school counselor. Cyekeia talks about ways in which students can access funding beyond the FAFSA to support college attainment in an affordable fashion. Students should be looking for every dollar possible. She says that the work of DCAN, and even the schools, wouldn’t work without strong community ties and community engagement at every level. Don’t miss what she says about Graduate 313 and college students around the nation who are champions in this effort to get more students to access postsecondary education. She mentions the many resources for schools and parents at the National College Access Network website. Cyekeia ends by telling listeners that college access is easier than you think. We need to communicate a new message to students that everyone can go to college and there are avenues to make it possible for all students. If you want to learn about a technology platform that solves a ton of the problems that Cyekeia talks about in the show, book a demo with MaiaLearning.com. Book a time to discuss college and career readiness with the host of the show, Dr. T.J. Vari.

Our guest for this episode of College & Career Readiness is Adam Welcome. Adam starts with the fact that technology is ubiquitous and every profession from a mechanic to a medical doctor uses it. That’s why it’s so important to learn by using technology tools in school. He tells listeners that technology use in schools has to be effective because it’s typically not effective in the home. He says that school leaders need to rethink how they run their school and the types of technological advancements that are available to students at least every 3-5 years because of the way that technology changes and evolves. Adam says that he hasn’t been totally impressed with the use of AI tools in schools yet, and we should stay tuned to more effective uses of it. He talks about a more student-centered approach being the future, and that the adults need to learn to get out of the way, especially with technology because the kids already know how to use tools that the teachers haven’t yet mastered. Adam tells a story about how his daughter used a technology tool in a way that he would never have thought to tell her to do. He says that technology use in the classroom has potential to be the ultimate differentiation strategy because every student can work at their own pace using platforms and learning tools. Although he’s an advocate for CTE, he thinks that CTE has a branding problem and that kids need more opportunities to explore careers that they might not know about. Adam mentions a number of new pathways that students can take in their postsecondary journey. He talks about LinkedIn as a place for students to learn about jobs, but he’s referring to the need for college and career exploration in schools. When it comes to college and career readiness, he recommends Inc. Magazine and Fast Company Magazine as resources that he uses to stay informed. Adam’s final message to all educators, especially those who say that they don’t have time is: “What can you get rid of that is not relevant anymore?” If you want to learn about a technology platform that solves a ton of the problems that Adam talks about in the show, book a demo with MaiaLearning.com. Book a time to discuss college and career readiness with the host of the show, Dr. T.J. Vari.

Our guest for this podcast episode is Bill DeBaun from NCAN. Bill starts by telling us about the work of the National College Attainment Network (NCAN), including the conference in 2025. Bill says that districts and states can use frameworks of success to ensure that students are reaching their postsecondary goals. We must treat college and career exploration as a subject matter like any other subject in schools, including exploration, lesson plans, and curriculum resources, so that every student has equal access to the knowledge and experiences they need for postsecondary planning. Bill tells listeners about Tempe Union High School District in Arizona and their special scope and sequence for college and career awareness. One of the best outcomes of a framework that teaches students about colleges and universities is that it can provide information to students who might not otherwise have access, and it can dispel myths about who college is for. One thing that students can learn as they explore college options is an understanding of how financial aid works and college affordability. Bill explains that the cost of college has gone up, but there are still many different ways to make it affordable for students who want to go. Bill talks about the importance of making sure that students understand the completion rates at the colleges and universities where they want to apply so that they know the likelihood of actually graduating with a credential. Bill and T.J. discuss credentialing and the fact that lots of important credentials are only available at 2- and 4-year colleges despite the rhetoric around not having to attend college after high school. Bill explains the kind of data that schools are using to track postsecondary success after graduation, including the National Student Clearinghouse (NSC). Bill says that senior exit surveys are often not an accurate representation of postsecondary attainment, and districts are surprised when they compare their rates of acceptance and matriculation to real numbers from the NSC. He tells listeners that a better use of survey data is on the front end of the student experience, such as asking them early in K-12 what their interests are and then building programs based on that. Bill mentions FAFSA as a data point that schools can analyze because it’s a solid indicator that students are returning to college year-over-year. Bill recommends the book, Ready, Willing, and Able by Mandy Savitz-Romer and Suzanne M. Bouffard.Bill’s final message is that the “water’s edge” of the K-12 experience cannot be high school graduation. The investment that we’re making in our students must lead to more than walking across a stage.

Our Guest for this episode is Dr. Jennifer Winward from Winward Academy. Jennifer starts with her number one tip for parents and students as they prepare for postsecondary success, which is to embrace mistakes. The best way to learn how to learn is to be open to learning from your mistakes. Jennifer discusses the benefits of skill formation, including the durable skills that were featured in Episode One of College & Career Readiness Radio. Don’t miss what she says about the risks associated with college scholarships. Jennifer provides guidance on exactly how students can learn from a test that they took in school versus just looking at the grade and moving on. Particular to the math classroom, Dr. Winward recommends that students be given an opportunity to make test corrections and earn their points back for doing so. The conversation dives into the field of neuroscience and tips and tricks that educators can use to help students with remembering and retaining information. Also, check out Powerful Teaching by Pooja Agarwal and Patrice Bain. Jennifer describes the power in chunking information so that students can remember it better. Dr. Winward is an expert in the SAT and ACT examination; she tells listeners about huge technical changes to the test format and content. Check out Sold a Story in connection with the conversation about vocabulary attainment. Jennifer calls to action that all educators embrace learning theory and learn more about what we know about how people learn. Learn more about college and career readiness tools at MaiaLearning.com. Book a time to discuss college and career readiness with the host, Dr. T.J. Vari.

Our guests for this episode are Dr. Sharon Pepukayi, Superintendent of Talbot County Public Schools (TCPS) in Maryland, and Robin Werner, Director of Teaching and Learning in TCPS.Robin tells us about a career counseling initiative in Maryland and Talbot’s unique response. The Talbot plan for career counseling is innovative and inspiring; listeners who are interested in implementing a career counseling model in 6-12 schools will enjoy this conversation. Sharon provides a big picture vision of student achievement as it relates to their career counseling initiative. Pay close attention to the other aspect of counseling in general that Robin shares. Listen to their approach to professional learning for the people implementing the initiative. Robin is taking a team to ACTE Vision this year to learn from other leaders regarding this work and other CCR initiatives. You’ll also hear T.J. plug NCAN, the National College Attainment Network. Robin describes a problem with tracking students after graduation and some of the solutions that they are using for that. Learn more about college and career readiness tools at MaiaLearning.com. Book a time to discuss college and career readiness with the host, Dr. T.J. Vari.

Our guest for this podcast episode is Mitch Weathers.Executive functioning skills are the transferable durable skills that students need to be successful in school and life, including organizational habits, time management, goal setting, self-regulation, and more.The two main reasons that schools leave these skills to chance is time and know-how. Especially in secondary schools, the focus is on content and not necessarily the skills to access the content. Mitch is on a mission to change that so that kids are better prepared for college, career, and life in general.Mitch talks about the science of teaching as another aspect of what continues to be missing in schools, and he ultimately recommends Powerful Classrooms by Patrice Bain.One of the most important things that teachers can do to set students up for success is to ensure a predictable routine from classroom-to-classroom and day-to-day. Mitch says that it’s as important for teachers to be talking about their routines as it is for them to discuss lesson planning and curriculum resources.When students have a predictable routine, they can focus their attention on learning and not use their cognitive load on managing the task at hand.Mitch describes the fact that we’re often preparing students for jobs that don’t exist yet, which is a major reason why they need executive functioning skills even over some of the other content that we teach in schools.He tells a story about one of his own kids who has 6 teachers per day and that they all require different routines and procedures in their classrooms.We discuss the movement toward developing a Portrait of a Graduate and how durable skills, like executive functions, fit right into that conversation.We discuss the Huberman Lab episode about Optimal Protocols for Studying and Learning.Check out Organized Binder to learn more about Mitch and his work that helps students with college and career readiness.Learn more about college and career readiness tools at MaiaLearning.com.Book a time to discuss college and career readiness with the host, Dr. T.J. Vari.