There's Power in Teaching

Alabama faces one of the nation's most severe teacher shortages — over 800 vacancies in early childhood and elementary alone. In this webinar, PDK International sits down with Alabama State Coordinator Suzanne Clemons and three standout teacher leaders — Becky Tomaso, Moriah Miller, and Stephanie Cody — to share how Educators Rising is turning today's high school students into tomorrow's educators. Hear how one program grew from 40 students to over 200, how students published their own bilingual children's books, and why the best teacher recruiters in Alabama are the students themselves. What you'll hear: - Why Stephanie tells teachers on the fence: *"Don't look back. Jump in with both feet."*- How Mariah's students turned a children's literature competition into a fundraiser — pre-selling over 100 copies of their own published, illustrated books- Becky on integrating AI literacy into future-teacher training through a National Science Foundation grant- The moment a district realized its teachers didn't reflect its students — and how Grow Your Own became the answer- How students who weren't traditionally seen as leaders are now running signing days, mentoring elementary kids, and getting hired as paraprofessionals before they graduate- Why the curriculum matters, why community matters more, and what "signing day" looks like when 150 people show up to cheer future educators Alabama went from fewer than 200 Educators Rising-affiliated students two years ago to roughly 600 today — with 1,300 attending state conferences this spring. This is what a movement looks like when it's built on the right foundation. Learn more and download the free Grow Your Own Playbook at educatorsrising.org.

Tracy Kern has spent more than two decades at Harrisburg High School in Harrisburg, South Dakota — a district that has grown from 750 students to more than 5,000 since she arrived in 2000. A Family and Consumer Science educator and longtime CTE pathway teacher, Kern was honored as a 2025 Educators Rising Champion at the national conference, recognized for her role in building one of the largest and most active Educators Rising chapters in South Dakota. In this episode, she sits down with Kappan Editor-in-Chief Kathleen Vail to talk about what it really takes to build a chapter that lasts. Kern was there at the beginning — literally. Around 2017, she and a small group of administrators sat down to figure out how to launch an Educators Rising chapter at Harrisburg without a state association in place to support them. Their solution: start one. Within a few years, South Dakota had a functioning state association with more than 500 student members. Kern's chapter, the largest in the state with around 50 students, draws members both from her Education and Training classroom and from students outside the course, using Ed Rising as the connective thread that keeps future educators engaged across multiple years. The chapter's programming is anything but a passive club experience. Kern's students open the school year by welcoming new district staff with handmade bulletin board kits, address a thousand-person faculty meeting to talk about the educators who inspired them, mentor elementary students during "learning days," and serve as room consultants at professional education conferences. The chapter's signature event is a Future Teacher Signing Day held during Teacher Appreciation Week — a ceremony with university representatives, an institutional pledge, and the kind of weight typically reserved for student athletes. Kern created it from scratch in 2018 and has refined it every year since. Beyond her own chapter, Kern actively mentors advisors across South Dakota, including in rural districts where CTE infrastructure is thin and a single passionate classroom teacher might be the only thing standing between a student and the education pathway. She's matter-of-fact about why it matters: she wants future teachers in every corner of the state who are as passionate as she is, including, eventually, the ones teaching her grandchildren. After 30 years, she's still not thinking about retirement — at least not until the work stops being exciting. It hasn't yet. Throughout the conversation, Kern speaks with the energy of someone who has never stopped being a student herself. She reflects on the full-circle moment of watching a freshman experience the same confidence breakthrough she had as a CTSO student decades ago, shares her philosophy on mentoring advisors in rural districts across South Dakota, and makes a direct case to prospective teachers: the challenges are real, but so are the rewards — and if you're still excited to be with kids every morning after 30 years, that's all the answer you need.

In this episode of There's Power in Teaching, host Kathleen Vail speaks with Karley Picou, a school administrator from Lake Charles, Louisiana, and lead advisor for the school's Educators Rising program. Picou was honored as an Educators Rising Champion at the 2025 Educators Rising National Conference — part of PDK's annual recognition program celebrating the school leaders, teacher leaders, state partners, and other champions who are advancing the future educator pipeline across the country. Picou shares how she first got involved with Educators Rising in 2022 at Washington Marion Magnet High School, starting with just five students, and how the program quickly grew into something that transformed the culture of her building. She describes the unique structure of her middle school club — which focuses on hands-on, school-related service and gives younger students a window into the high school program — and explains how the two clubs operate as a feeder system, collaborating across campuses and building a sense of shared identity and purpose within the Lake Charles community. Throughout the conversation, Picou speaks to the qualities that make Educators Rising students stand out: their professionalism, their willingness to give and receive feedback, and the open mindset that the program deliberately cultivates. Drawing on her experience as a school administrator who has sat on both sides of the hiring table, she reflects on why these are exactly the qualities that sustain long careers in education — and why she has become one of the program's most passionate advocates, working to bring the entire community, from parents to local organizations, into the work of supporting the next generation of educators.

In this episode, we hear from three voices driving one of the most dynamic Educators Rising programs in the country. Brynne Massie, Kentucky's state coordinator, is joined by Leah Jefferson, veteran teacher leader and adjunct professor at Northern Kentucky University, and Alyssa Pollard, a high school senior, chapter president, and state officer who has become a passionate advocate for the profession. Together, they offer a ground-level look at what it actually takes to build a grow-your-own teacher pipeline — and why it matters now more than ever. What You'll Hear in This EpisodeThe case for grow-your-own. Brie shares how her own career trajectory — hired in part because she was from the community she served — shaped her conviction that local pipelines produce better teachers and stronger school cultures. The goal isn't just recruitment. It's retention, cultural continuity, and belonging. A unique regional model. Leah teaches at the Ignite Institute, a regional career pathway school that draws from multiple high school feeders. Her program intentionally casts a wide net — including students interested in law, social work, and criminal justice — because the education ecosystem needs more than classroom teachers to thrive. Student leadership in action. Alyssa describes how she went from managing her chapter's social media as a freshman to competing at nationals, applying for state office, and testifying at the state Capitol — none of which she anticipated when she first joined. Her story is a compelling case for what happens when students are given room to grow into roles they didn't know they were ready for. Highlights from the 2026 Kentucky State Conference. The program hosted its first-ever delegate meeting — modeled on the national structure — giving students real governance experience and direct input into next year's planning. A red carpet walk honoring teacher leaders brought the house down. Practical advice for states and districts. Leah offers concrete, no-nonsense guidance for anyone looking to launch or scale an Educators Rising chapter: map events to your existing curriculum, get students into authentic classroom experiences early, build a network of partners who can take things off your plate, and don't give up after one unanswered email. A message to students on the fence. Alyssa's closing advice is simple: apply for the thing you don't think you're qualified for. Educators Rising is a safe space to make mistakes, find mentors, and discover what kind of leader — and educator — you're becoming. Host & GuestsMolly Kauffman — Senior Outreach and Engagement CoordinatorBrynne Massie — State Coordinator, Kentucky Educators RisingLeah Jefferson — Teacher Leader; Adjunct Professor, Northern Kentucky University College of EducationAlyssa Pollard — Chapter President and Kentucky State Officer, Educators Rising © 2026 PDK International • Arlington, Virginia

Part 2: Growing the Pipeline—How Community and Leadership Sustain Renton’s Teacher Academy In Part 2 of our conversation with Carla Smith and her colleagues from Renton Public Schools in Washington, we take a deeper look at how their Teacher Academy evolved from a small cohort into a thriving, district-wide pipeline preparing the next generation of educators. What began as a simple effort to inspire students to consider teaching has grown—piece by piece—into a powerful, community-driven program serving more than 150 students annually, with plans to expand even further. The team shares how the program’s success is rooted in relationships: teachers identifying promising students, alumni returning to mentor the next cohort, and dedicated teacher leaders stepping forward to guide the work. From veteran educators launching new program sections to first-year instructors building excitement among their students, the Teacher Academy thrives because of educators who believe deeply in helping young people pursue careers in education. Listeners will also hear how Renton extends its support beyond high school, creating intentional pathways into college and early career roles. Through advisory boards, alumni mentorship, and ongoing connection—including informal gatherings like “Coffee with Carla”—the program ensures students remain supported as they transition into the profession. This commitment to long-term mentorship helps reinforce confidence, sustain passion, and strengthen the educator pipeline from within the community. This episode is also available on YouTube as a video podcast:https://youtu.be/AJvySd0kP6c

This is part 1 of a three-part series of a conversation with the Teacher Academy team at Renton Public Schools (Washington) who have a mature pre-educator CTE pathway in their district, bolstered by a strong relationship with Central Washington University. Part 1: From Curiosity to Calling: Building Renton’s Teacher Pipeline How do you turn high school students into future teachers—and bring them back to serve their own community? We travel to Renton School District in Washington to explore how their Teacher Academy and Educators Rising program has created a thriving “grow your own” teacher pipeline. What began as a single high school program in 2008 has evolved into a comprehensive system that supports students from high school through college and into full-time teaching careers. Teacher Academy Coordinator Carla Smith and her “dream team”—including university partners, current students, paraeducators, early-career teachers, and veteran educators—share firsthand how intentional support, mentorship, and community have helped close the leaks that often derail aspiring educators. A central theme emerges early: this isn’t just a pathway—it’s a pipeline built on relationships, belonging, and long-term investment. ⸻ Key Takeaways Grow-your-own programs work because students already have roots in their communities.Research shows that 60% of teachers work within 20 miles of where they went to high school. Renton’s program recognizes that the next generation of educators is already sitting in today’s classrooms. Early exposure and dual credit opportunities accelerate the journey into teaching.Students earn college credits, gain classroom experience, and even qualify as paraeducators before graduating high school, shortening the path to full-time teaching. Ongoing mentorship keeps students connected through college and beyond.Graduates stay involved as Teacher Academy Student Ambassadors (TASAs), providing mentorship, recruiting future educators, and maintaining strong ties to their home district. Paid internships and work-based learning help students see teaching as a viable career.Grant-funded opportunities allow students to work with younger learners while still in high school, building skills and confidence while earning income. Community is the foundation of the pipeline.Again and again, participants emphasize that relationships—with mentors, peers, and former teachers—are what sustain their commitment to becoming educators. ⸻ In This Episode, You’ll Learn How Renton built and scaled its Teacher Academy programWhy dual credit and early field experience make a differenceHow mentorship supports students from high school into careersHow paid internships help strengthen the pipelineWhy belonging and community are essential to developing future educators ⸻ Memorable Moments A graduate returns to teach in the same school district that launched his careerStudents qualifying as paraeducators before graduating high schoolThe creation of the Teacher Academy Student Ambassador programHow one educator describes the pipeline as an “aqueduct” sustained by community ⸻ Why This Matters Districts across the country are facing persistent teacher shortages. Renton’s experience demonstrates that sustainable solutions begin locally—by identifying, supporting, and investing in students who already have a passion for education and a commitment to their community. As Carla Smith puts it, the goal isn’t simply to prepare students and send them on their way. It’s to help them belong—and to welcome them back. Join us next time for part 2 of our conversation! To get in touch with Carla Smith, her email is [email protected] get in touch with Educators Rising’s national office, contact [email protected]

Why Teaching Needs the Next Generation: A Conversation with PDK’s New Chief Executive In this episode of There’s Power in Teaching, host John Hendron sits down with PDK International’s new CEO, Jeanie Lee, for a candid conversation about the future of the teaching profession — and why the next generation of educators matters more than ever. Drawing from her journey as a classroom teacher, systems leader, and now national education executive, Jeanie shares insights on belonging, mentorship, career pathways, and building a stronger educator pipeline. ⸻ 🎧 In This Episode, You’ll Hear About: Why teaching shapes every professionJeanie reflects on the foundational power of great teachers — not just to influence academic achievement, but to shape identity, possibility, and purpose. Her “accidental” path into educationUnlike many who feel an early calling, Jeanie entered teaching by chance — nearly quitting in her first year. She discusses how better systems and early exposure to the profession could have made that transition smoother, and why structural support matters. The role of mentorship and beliefA recurring theme: someone saying, “Why not you?” Jeanie shares how mentors who paired belief with opportunity helped her grow — and why that same model is essential for young people today. Why Educators Rising is uniquely positionedAs the only national CTSO singularly focused on aspiring educators, Educators Rising offers a real, growing pipeline of over 20,000 students preparing for teaching careers. Jeanie outlines her vision to:•Strengthen alignment with postsecondary institutions Expand credential value and recognitionExplore registered apprenticeships and “earn while you learn” pathwaysBuild national coherence while honoring state innovation Making teaching visible — and viable — earlierTeaching must be presented as a modern leadership pathway, not a fallback option. Jeanie discusses the importance of storytelling, market value, and reducing financial barriers so students see education as both impactful and attainable. Belonging as the key driver of engagementYoung people stay engaged when they feel seen, known, and connected. Belonging builds identity — and identity fuels motivation. This isn’t theory; it’s research-backed reality. Why AI won’t replace teachersTechnology may enhance instruction, but it cannot replicate human connection, inspiration, or the relational work at the heart of teaching. ⸻ 🔎 About Our Guest Jeanie Lee joined PDK International as CEO in January 2026. Her career spans classroom teaching, district leadership, policy, philanthropy, and national nonprofit work. She is passionate about designing systems that allow educators — and students — to thrive. ⸻ 🌟 Call to Action The future of teaching depends on intentional partnership. Whether you are an educator, policymaker, postsecondary leader, or community advocate, there is a role for you in building a stronger, more visible, and more sustainable pathway into the profession. Learn more about Educators Rising at educatorsrising.org

Episode Overview In this episode of There’s Power in Teaching, we’re joined by longtime Phi Delta Kappa leaders Patricia Williams and Lidia Zatopek. Together, they share practical insights and hard-earned wisdom on how to build, sustain, and energize a thriving professional chapter—while staying relevant to the future of the education profession. Listeners will hear how intentional programming, meaningful recognition, and deep investment in future educators through Educators Rising have helped their chapter maintain high engagement, strong retention, and a powerful sense of community. What You’ll Hear in This Episode Patricia Williams’ PDK JourneyWhat Makes an Engaged ChapterScholarships as a Tool for ImpactScholarship recipients becoming future chapter leadersWhy honoring retirees is essential to chapter cultureThe importance of recognition across the PDK and Pi Lambda Theta familyWhy chapters should engage future educators early and consistentlyBuilding authentic relationships with students, advisors, and schoolsWhy supporting Educators Rising strengthens—not replaces—PDK’s missionAdvice for Chapter LeadersEmbrace change and future-focused leadership Key Takeaway Strong chapters don’t happen by accident. They are built through intentional leadership, meaningful recognition, mentorship across generations, and a clear commitment to the future of the profession. By embracing Educators Rising while honoring PDK’s legacy, chapters can remain vibrant, relevant, and impactful well into the future. Get in touch with our guests Patricia and Lidia at [email protected] and [email protected].

In this episode, Dr. Scott McLeod, PDK Distinguished Educator Fellow and Professor of Educational Leadership at the University of Colorado Denver, sits down with Owen Elsasser, National Vice President of Communications for Educators Rising. Owen shares his journey from high school leadership roles to college, and why he’s passionate about increasing male representation in education—especially in elementary and middle school classrooms. Together, they explore: Why male educators are so rare and why that mattersThe statistics behind gender representation in teachingHow early exposure and role models influence career choicesMisconceptions about teaching as a professionPractical strategies for recruiting and supporting future educators Key Takeaways: Only 23% of K–12 teachers are male, and that number has declined since the late 1980s.Male teachers are concentrated in high school; only about 2.5% teach kindergarten or early childhood.One in four U.S. students grows up without a male figure at home, making male role models in schools even more critical.Early classroom exposure and leadership opportunities through programs like Educators Rising can help break the cycle. Guest Bio:Owen Elsasser is a freshman at Wayne State College in Nebraska, majoring in elementary education. He has served as a chapter officer, Nebraska state officer, and now as a national officer for Educators Rising. Owen is passionate about advocating for male educators and inspiring the next generation of teachers. © 2026 Educators Rising • PDK International

Host: Kathleen VailGuest: John Hendron In our third and final episode dedicated to the topic of gamification, John Hendron chats with Kathleen Vail on the potential for hard fun in our pursuit of learner engagement with gamification. We explore user stories, the unique needs of adult learners, and share examples of how others are using gamification in fields both inclusive and exclusive of education and learning. Finally, John discusses the genesis of the Playful Learning Designer, an attempt to use an AI tool to provide coaching for teachers interested in exploring how gamification can be embedded into instructional design. Interaction with the GPT begins with articulating your learners, their age, and the standards or instructional goals you have. Resources: Breuer, H., Bessant, J., & Gudiksen, S. (2022). Gamification for innovators and entrepreneurs. Berlin: Degruyter. Available via http://www.degruyter.com/Dirksen, J. (2016). Design for how people learn (2nd ed.) San Francisco: New Riders.Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer.Kim, A.J. (2018). Game thinking: Innovate smarter and drive deep engagement with design techniques from hit games. Accessed via http://gamethinking.ioMcGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin Press.Schell, J. (2020). The art of game design: A book of lenses (3rd ed.). Boca Raton: CRC Press. © 2026 PDK International • Arlington, Virginia

Host: Kathleen VailGuest: John Hendron In this episode of There’s Power in Teaching, Dr. John Hendron continues his conversation with Kathleen Vail on gamification, moving beyond surface-level mechanics to explore the psychology that actually drives motivation. Rather than treating gamification as a set of tools, the discussion focuses on why certain game-inspired strategies resonate with learners—and why others fall flat when used in isolation. The episode is grounded in classroom practice but applies equally to professional learning and adult education. The conversation begins with a discussion of the most common entry point into gamification: points, badges, and leaderboards (often abbreviated as PBL). While these elements are widely used, Dr. Hendron cautions that they rarely lead to meaningful gains on their own. Points, for example, can be motivating for learners who enjoy visible progress or achievement, but they should not simply replicate traditional grading systems. Instead, points are most effective when paired with choice, mastery-based progression, and opportunities for students to decide how they demonstrate learning. Badges are explored as another familiar tool, particularly in digital learning environments and learning management systems. When tied to clear criteria, badges can serve as visible markers of mastery and are often used in micro-credentialing. However, the episode emphasizes that not all learners are motivated by collecting symbols of achievement, making it important for educators to avoid relying on badges as the sole driver of engagement. Leaderboards receive similar treatment. Public displays of progress or ranking can be highly motivating for competitive learners and are commonly seen in tools like Kahoot. At the same time, leaderboards can quietly disengage students who do not find competition motivating. Dr. Hendron stresses the importance of observing learner responses and balancing competitive elements with other forms of engagement so that motivation is not limited to a single “type” of learner. From there, the episode shifts to the underlying psychology of games. Drawing on motivational theory, Dr. Hendron explains that people are motivated by different types of experiences, including competition, uncertainty and chance, emotional connection, and perspective-shifting experiences that offer novelty or thrill. These ideas help explain why activities such as escape rooms, team-based challenges, and shared accomplishments often resonate with students in ways traditional instruction may not. The discussion then expands to a deeper framework drawn from gameful design research, outlining eight core motivational drives that influence human behavior. These include the desire for purpose and belonging, growth and accomplishment, creativity and feedback, ownership, social connection, scarcity, curiosity, and loss avoidance. Rather than overwhelming educators, the episode connects these drives back to familiar classroom practices, showing how elements like quick feedback, collecting resources, or time-limited opportunities tap into deeply human motivators. Several concrete classroom examples illustrate how these ideas can be applied in practice. These range from using rapid, encouraging feedback—sometimes as simple as a literal high five—to playful sound cues that normalize failure and encourage persistence. The emphasis throughout is on creating a classroom culture where mistakes are part of learning and where motivation is sustained through thoughtful design rather than external pressure. The episode concludes with a reminder that effective gamification does not require educators to overhaul everything at once. Instead, listeners are encouraged to start small, choose a few techniques that feel manageable, and focus on understanding what motivates their particular students. Gamification, when grounded in psychology and aligned with active learning, becomes less about making learning “fun” and more about designing experiences that foster engagement, purpose, and long-term growth. Listeners are invited to explore related resources linked in the show notes, including articles from the current season of Kappan magazine and Dr. Hendron’s work on the Playful Learning Designer, an online tool that supports educators in designing gamified learning experiences. Resources: * Chou, Y. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Milipitas, CA: Octalysis Media. © 2025 PDK International • Arlington, Virginia

In this kickoff conversation, host Kathleen Vail talks with John Hendron about the foundations of gamification—what it is, what it isn’t, and why educators and learning designers should care. John traces his path from instructional technology leadership to researching how elements from games—like motivation loops, points, badges, social play, and competition—can improve adult professional learning. Using examples that span Apple Watch rings, Peloton leaderboards, classic board games, movie references, and even McDonald’s Monopoly, he illustrates how game mechanics quietly shape behaviors in everyday life. This episode lays the groundwork for a deeper exploration of gamification’s psychology and its practical uses in education, professional development, and organizational engagement. Whether you’re new to gamification or already experimenting with game-inspired strategies, this conversation offers a clear, human-centered introduction. ⸻ Key Topics Covered•The difference between playing games and gamification Why game mechanics show up in fitness trackers, retail marketing, and daily technology habitsHistorical and cultural snapshots—from WarGames to Frogger to laser tag—that reveal how deeply games are woven into modern lifeResearch insights:Nicole Lazzaro’s four types of funThe human “magic circle” of playWhy the median gamer age is now 30—and why women game slightly more than menThe promise and pitfalls of points, badges, and leaderboardsClassroom examples: leaderboards, quests, and structures from eXplore Like a PirateProfessional learning examples: using scarcity, FOMO, incentives, and playful design to boost engagementHow organizations like Khan Academy weave in game-like structures without overwhelming learners ⸻ Why This Matters for Educators Gamification isn’t about turning classrooms into video arcades. It’s about understanding why humans are drawn to certain patterns—progress, challenge, social connection—and using those patterns to design learning experiences that genuinely motivate. John frames gamification as a powerful, flexible tool for:•teacher professional development student engagementprogram marketing and recruitmentorganizational culture building

Host: John Hendron; Guest: Starr Sackstein – Author, educator, assessment expert, columnist, and Massachusetts State Coordinator for Educators Rising. “Your voice, your story is what makes it important.” ⸻ Overview In this episode, John sits down with veteran educator and prolific author Starr Sackstein to explore her writing journey, her unexpected career shifts, and her work supporting future educators through Educators Rising. Starr offers candid advice for aspiring writers, unpacks her process for creating books with (and without) co-authors, and reflects on the challenges and rewards of teaching and publishing. She also shares insights into the growing Educators Rising movement in Massachusetts and the power of student-led leadership experiences. ⸻ Key Topics Covered 1. Getting Started as an Author•Starr’s early writing pathway: blogging, guest posts, and opportunities that opened doors. Why any educator with something to say should consider writing.Tips for new writers:Know your audience.Commit to disciplined time.Expect and embrace revision.Seek feedback from trusted readers.Rejection as a normal part of the writing and publishing process.The role of smaller educational presses and the legitimacy of self-publishing. 2. Developing a Writing Process•Starr’s need for quiet, focus, and intentional structure. How outlining, subheadings, and moving between sections keep momentum going.Navigating co-authorship: when it works well, and when it doesn’t.Using AI as a tool—for prompts, research leads, and first-draft thinking—without outsourcing your writing voice.Strategies to overcome writer’s block: reading, movement, stepping away, and studying other authors’ approaches. 3. The Unexpected Career Impact of Publishing•How blogging and early books led to opportunities for speaking, consulting, and thought leadership. Stories of former students encountering Starr’s work in graduate programs.The reality of innovating inside a school system—and the visibility (and complications) that come with it. 4. Advice for Aspiring Educators•What students should know about the first years of teaching: authenticity, transparency, and giving yourself permission not to know everything. The emotional rewards and long-term impact of classroom life. 5. Inside Educators Rising•Starr’s role as Massachusetts State Coordinator. Preview of the Fall Regional Student Leadership Summit at Elms College—fully student-led, featuring peer workshops, CTSO collaboration, and statewide partnerships.“Students walk out of these programs with confidence it took me years to build.”The value of Educators Rising’s curriculum, micro-credentials, and competitions in building student confidence and readiness for the teaching profession.How CTSO experiences support all students—future teachers and undecided students alike—through leadership, service, and skill-building. ⸻ You can contact Sackstein at [email protected]© 2025 PDK International

Host: John Hendron. Guest: Dr. Damon Christopher Lewis, Principal, Ponus Ridge STEAM Academy, Norwalk, CT In this episode, we talk with Damon Lewis, 2025 NASSP Principal of the Year, about his leadership journey and the transformative work happening at Ponus Ridge STEAM Academy. Damon shares how his school’s commitment to Science, Technology, Engineering, Arts, and Math (STEAM) weaves through every discipline, empowering students—many from marginalized backgrounds—to thrive academically and personally. From implementing project-based learning (PBL) to building a culture of continuous improvement, Damon discusses how his team is redefining success through innovation and community engagement. He also opens up about mentoring new principals, fostering culturally competent teaching, and sustaining balance in a high-pressure leadership role. Themes explored in this episode include: Redefining middle school through a STEAM lensContinuous improvement as the single district initiativeThe role of mentorship and collaboration among principalsStrategies for reducing chronic absenteeismBuilding strong relationships with Latinx families and the broader communityLeadership mantras: “Pressure is a privilege,” “Be where your feet are,” and “Progress, not perfection.” Our favorite quote: “Hope and faith are not strategies. You have to develop a clear plan of action based on data.” To learn more about our national CTSO, visit educatorsrising.org.

In this special episode of There’s Power in Teaching, PDK Emerging Leader Fellow Dr. Ryan Tauriainen, executive director of Teach For America (Washington, D.C. and Virginia), and Haylie Johnson, national vice president of engagement for Educators Rising, sit down with Dr. John B. King Jr. — former U.S. Secretary of Education and current Chancellor of the State University of New York. Together, they explore King’s deeply personal new book, Teacher by Teacher (Legacy Lit, 2024), a tribute to the educators who shaped his life and a reminder of the transformative power of great teaching. King shares moving stories of resilience and gratitude — from the teachers who helped him survive the loss of both parents as a child, to rediscovering his late father’s legacy as the first Black principal of Brooklyn’s PS 70. He reflects on lessons from his own classroom, including the student teaching moment that “completely failed,” and how it led him to understand the difference between teaching and learning. The conversation also touches on King’s proudest accomplishments as Secretary of Education, including launching the Second Chance Pell program to restore college opportunities for incarcerated students, and his urgent call today to refocus national attention on student learning after the pandemic: “We should have our hair on fire about where student performance is, particularly for low-income students and students of color. We should be throwing everything at that.” King’s reflections are both intimate and instructive, reminding educators of their enduring influence: “Teachers are often the difference between hope and despair in people’s lives.” Guest Biography Dr. John B. King Jr. served as the 10th U.S. Secretary of Education under President Barack Obama and is now the 15th Chancellor of the State University of New York, the nation’s largest public higher education system. A lifelong educator, he has been a teacher, principal, professor, state commissioner, and civil rights leader. He holds degrees from Harvard, Yale, and Columbia University’s Teachers College. Teacher by Teacher is available now from Legacy Lit. Learn more at johnbkingjr.com. About the Series The PDK Emerging Leader Fellows program pairs early-career educators with members of Educators Rising to produce collaborative podcast episodes exploring critical issues in education today. To learn more about the Fellows program, visit pdkintl.org/el-de.

Interviewers John Hendron and Kathleen Vail recently sat down with our very own, Starr Sackstein, a well-known author and educator, about her past year authoring the Career Confidential column in Kappan magazine. Sackstein received National Board Certification in 2012 and was recognized as an outstanding educator by Education Update. She is also a certified Master Journalism educator through the Journalism Education Association (JEA) and served as JEA’s New York State Director. She was named an ASCD “Emerging Leader” class of 2016, a Champion in Education in 2022, and had the opportunity to give a TEDx Talk called “A Recovering Perfectionist’s Journey to Give Up Grades,” and has spoken on The Red Dot Cafe in affiliation with TEDx San Antonio about grading practices. In 2024, she was named a Distinguished Educator Fellow with PDK International. In 2025, Starr was named to the Fulbright Specialist Roster and currently awaits the opportunity to work on a foreign project. She is the author of many educational books, including Blogging for Educators, Teaching Students to Self-Assess: How Do I Help Students Grow as Learners?, The Power of Questioning: Opening Up the World of Student Inquiry, Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School, Peer Feedback in the Classroom: Empower Students to Provide Effective Peer Feedback, Assessing with Respect: Everyday Practices that Meet Students’ Social and Emotional Needs and From Teacher to Leader: Finding Your Way as a First Time Leader Without Losing Your Mind. She blogged on Education Week Teacher at “Work in Progress” and has contributed to several other publications. For PDK International, Sackstein serves as the Educators Rising state coordinator for the Commonwealth of Massachusetts. She will join us again on November 5th for a webinar focused on her experience writing books and supporting future teachers. Career Confidential can be found at http://kappanonline.org/

Host: Dr. John Hendron, Director of Public Relations. Guest: Faith Gonder, National Vice President of Service, Educators Rising In this episode, we meet Faith Gonder, a senior from Perry High School in Massillon, Ohio, and one of Educators Rising’s national officers. Faith shares how her community, career-tech education program, and inspiring teachers shaped her journey toward becoming an educator. Highlights•Community & School Life – Faith describes growing up in Massillon and the support system that makes her school and town special. Career-Tech Pathway – How Perry High School’s education career program, offered in partnership with surrounding schools, gave her a clear direction toward teaching.Choosing Education – Faith opens up about her early struggles with school, the teacher who changed her outlook, and how that experience inspired her to pursue a teaching career.Leadership & Service – From quiet student to national officer, Faith reflects on what leadership really means: dedication, service, and helping others realize their potential.Future Goals – Faith plans to earn her bachelor’s degree in just two years, become dual-certified in social studies and language arts, and ultimately teach speech and debate at the high school level.Advice to Students – She encourages peers to connect with teachers, join or start an Educators Rising chapter, and pursue education as a powerful, fulfilling career path. Key Quote “The biggest impact you can ever have on somebody’s life is helping them realize their own potential. That’s my main goal as a leader and future educator.” – Faith Gonder Learn More Interested in starting an Educators Rising chapter at your school? Visit educatorsrising.org.

In this episode of There’s Power in Teaching, we sit down with Haylie Johnson, National Vice President of Engagement for Educators Rising and a student at Central Connecticut State University. Haley shares her journey from joining a small high school chapter of Educators Rising to becoming a national leader inspiring thousands of students across the country. Key Topics:•Starting Small, Growing Big – How Haylie and her teacher leader grew their chapter from just 4 members to nearly 40 in one year. The Power of Role Models – Haylie reflects on the influence of her teacher preparation instructor and her family in motivating her to pursue leadership and teaching.From State to National Leadership – What it’s like to go from a wishful idea of becoming a national officer to making it a reality.Conference Connections – Insights from Haylie’s experiences at state and national conferences, including competitions, college fairs, and the community built through Educators Rising events.Advice for Future Educators – Haylie’s message to peers: “Always put your best self forward—you can do whatever you want to do in the world.”Teaching Aspirations – The kind of teacher Haylie hopes to become: one who creates a safe, welcoming classroom where students love learning. Memorable Quote:“You can do whatever you put your heart to—even if it feels unobtainable at first.” Learn More:To explore Educators Rising and its mission to empower the next generation of teachers, visit educatorsrising.org.

PDK International has polled the American public for the 57th time this year with its annual poll focused on attitudes about public education in America. In this edition, Kathleen Vail, editor in chief of Kappan Magazine, interviews PDK International’s director of public relations, Dr. John Hendron about this year’s poll. Highlights of this conversation and this year’s poll include: Attitudes about DEI Initiatives,Attitudes about cell phone policiesAttitudes about the use of AI in schoolsAttitudes about local and national school performance The full results of this year’s poll will be featured in the Autumn edition of Kappan Magazine. The public can also review this year’s results at pdkpoll.org. PDK International partnered with the Wason Center for Civic Leadership to conduct this year’s poll to a national sample of over 1,000 respondents, 25% of whom identified as parents.

In this follow-up conversation, Kaplan editor-in-chief Kathleen Vail sits down with professors Rick Ginsberg and Yong Zhao—authors of a recent Kappan article and the book Duck and Cover (Teachers College Press, 2023)—to explore how schools can embrace new definitions of literacy and meaningful innovation in the age of AI. Drawing on their work with the Center for Reimagining Education, Ginsburg and Zhao share lessons from schools experimenting with AI integration, co-created learning with students, and new models of transformation. Their “three lenses” framework offers educators a practical path to change:1. Seek transformative ideas – not small tweaks but true innovation.2. Co-create with students – move from doing things to students to doing things with them.3. Start small, think big – pilot ideas in “sandbox” models that can grow organically. The discussion touches on:•Why many school reforms fail and how their “virus approach” differs. How teachers and students are already experimenting with AI tools in creative ways (including an unexpected country-western theme song for the Center!).The challenges districts face when banning AI—and why students are using it anyway.How AI literacy should be embedded across subjects, not taught as a standalone course.Global comparisons of AI adoption, and why the U.S. lags behind other countries. Key Quote: “If we don’t engage the kids, we are wrong. What we’re teaching is too often deadly boring. Co-creation with students is where the power lies.” – Rick Ginsburg This episode is a forward-looking conversation about how AI, when used thoughtfully, can help schools break free from outdated practices and engage students in transformative learning. AI also appears in this year’s PDK Poll. Attitudes around the use of AI this year waned from last year, comparing the 2024 and 2025 PDK Polls. Learn more at pdkpoll.org.

In Part 1 of a two-part interview, host Kathleen Vail sits down with Dr. Rick Ginsberg and Dr. Yong Zhao—professors at the University of Kansas and frequent Kappan contributors—to discuss their provocative article on America’s obsession with reading instruction and why it may be time to broaden our definition of literacy for today’s world. The episode tackles critical questions:• Why is the U.S. so uniquely focused on reading test scores?• How are international comparisons and political forces shaping the narrative?• What does reading proficiency actually mean—and who decides? Ginsberg and Zhao challenge long-held assumptions, noting that many education systems around the world produce literate populations without the same level of anxiety around reading instruction. They suggest that the U.S. focus on basic reading skills often overshadows deeper educational goals like creativity, critical thinking, and adaptability. New Literacies Introduced in the Episode:1. Information Access Literacy – Navigating the vast landscape of tools and sources to find reliable information.2. Prompt Cultivation – Learning how to interact effectively with AI through iterative, refined communication.3. Truth and Ethical Literacy – Developing the capacity to discern truth, handle bias, and understand ethical use of digital tools.4. AI Literacy – Understanding the capabilities and limitations of generative AI, including how to integrate it into learning and work. As a PDK member, receive full access to Kappan online! www.pdkintl.org.

In this powerful episode, three voices from different stages of the educational journey come together to talk about mental health in our schools. Host Sophia James, a 2024 PDK Emerging Leader Fellow and Director of Education and Social Work Pathways for NYC Public Schools, is joined by Samantha Salnave, Senior Director of Tiered Interventions at the NYC Department of Education and a 2024 PDK Distinguished Educator Fellow, along with Lily, a college student and 2024 Educators Rising Fellow. Together, they reflect on:• The growing impact of social media, trauma, and academic pressure on students• How teacher stress and emotional labor are affecting classroom dynamics• The importance of building school cultures of care, affirmation, and intentional mental health support• Real-life stories of support, mentorship, and meaningful student-teacher relationships• Innovative solutions like Zen Dens, Buddha Booths, counselor check-ins, and SEL-infused career pathways Whether you’re a school leader, classroom teacher, parent, or student, this episode offers both honesty and hope—reminding us that we all play a part in creating healthy, resilient learning communities. The PDK Emerging Leaders Fellows and Distinguished Educators Fellows programs provide support and development for distinguished PDK members. To learn more, visit our website at PDKINTL.org.

In this episode, we speak to three of the thirty music teachers of excellence recognized this year by the Country Music Association Foundation. PDK’s Director of Public Relations and our podcast producer, Dr. John Hendron, interviews Terri Iacarino (Maryland), Neshawn Calloway (Tennessee), and Haviland Gilbert (Washington). They share with us their journey into becoming not only teachers, but also as musicians. Through the interview, you’ll gain insight into lessons learned, the importance of arts education for all students, and some of the characteristics of these particular educators that we hope are inspiring for those considering a future career in education. The CMA Music Teachers of Excellence recognitions were established in 2016. To date, the CMA Foundation has honored 265 public school music teachers and given over $1.3 M to support their achievements in their classrooms and communities. This is a production of PDK International, © 2025 All Rights Reserved. Visit us online at pdkintl.org.

Educators Rising—the national CTSO from PDK International—is looking forward to our upcoming national conference in Orlando, Florida. In this episode, we talk to one of our newly elected national officers, Allianna Walters. Allianna will join three other students at the national conference where their future roles for the upcoming year will be determined as part of their onboarding training experience. In this interview, we learn more about how Allianna got inspired to help others and consider a career in teaching. We think you’ll find her story, enthusiasm, and desire to help others through leadership inspiring! We often meet students in Educators Rising like Allianna who want to help make a difference in their community through a career in education. To learn more about what we do, visit our website, educatorsrising.org. Creating a chapter in your community is easy!

In this episode we chat with Dr. Doug Fisher, who along with Dr. Nancy Frey, have an article in the Summer edition of Kappan magazine focused on the import of teaching all standards. Host Kathleen Vail also asks Dr. Fisher about his “EdRising moment,” about how he got into teaching, and the two also cover details about Fisher’s book on uncovering the concept of rigor with teaching and learning. Fisher serves as a professor at San Diego State University and Vail is editor in chief of Kappan magazine. This episode is a condensed version of a webinar conducted with Dr. Fisher in May 2025. You can find out more about our guest, Doug Fisher, at this website, www.fisherandfrey.com. You can find the article by Fisher and Frey at kappanonline.org.

Kappan Editor-in-Chief Kathleen Vail chats in this podcast with Missy Testerman, the 2024 CCSSO National Teacher of the Year. In her rural Appalachian community, Testerman builds bridges between cultures – families who have been in the area for centuries and newer immigrants – through a curriculum focused on a study of Americans from diverse backgrounds, allowing students to better understand that people are inherently the same and that they all belong. As Tennessee’s State Teacher of the Year, she forged partnerships with East Tennessee State University and the University of Tennessee to encourage pre-service teachers and give authentic feedback to university leaders about their educator preparation programs.  She prioritizes instruction that ensures her students have the skills and knowledge necessary to achieve. Testerman knows families are extensions of the classroom and often advocates for her families who speak little English. She considers her greatest contribution to her profession to be the love and desire for learning that she has instilled in countless students over the past three decades. A Tennessee native and first-generation college graduate herself, Testerman takes great pride in seeing her former students succeed in life and is motivated to ensure the next generation receives a broadened education while living in a rural setting.  Testerman holds a Bachelor of Arts in elementary education and a Master of Arts in reading education from East Tennessee State University. She added ESL licensure through Freed-Hardeman University, wanting to ensure that immigrant students and families had an advocate in their rural Appalachian area. Testerman lives with her husband, David in Rogersville – where they both grew up and raised their children Andrew and Caroline.   Testerman will be a keynote speaker at the 2025 Educators Rising National Conference in Orlando.

In this special episode, Dr. John Hendron hosts and spotlights Patriots to Education, a mission-driven organization dedicated to helping military veterans, retirees, service members, and their spouses transition into impactful roles within public education. Host John engages with founders and leaders of the organization—retired military professionals and strategic education advocates—to explore how this initiative fills critical staffing gaps in schools while offering veterans meaningful second careers. What You’ll Hear About:• The inspiration behind Patriots to Education and its dual mission• How military service prepares veterans for success in education• Current operations in states like California, Florida, Nevada, and expansion plans• Fast-track pathways into education careers, including innovative apprenticeship models• The benefits veterans gain from working in schools: purpose, structure, and fulfillment• The organization’s long-term goals and how you can support the mission 🎙️ Featured Guests:• Tim Kadavy, Retired Lieutenant General, Army National Guard• Mike Bobeck, Retired Brigadier General, U.S. Army• George Ann Rice, Former senior leader in Nevada public schools Key Quote:“Our children are our nation’s strategic asset. Veterans have already shown a commitment to service—and public education is one of the most vital places they can continue that mission.” 🌐 Learn More:Visit patriotstoeducation.org to explore their mission, resources, and how to get involved.

According to the National Student Clearinghouse Research Center, 19.1 million students were unenrolled in U.S. colleges this past fall. Of those, 16 million are enrolled in undergraduate programs, and among those, 8.8 million in bachelor degree programs. As many listeners know, teachers are required to have a bachelor’s degree and pass certifying exams to become licensed in the United States, although the exact requirements change from state to state. The requirements to become a teacher may vary based upon which grade level you want to teach within, the subject matter specialization you seek (history vs. mathematics), and the type of population of students you want to work with (exceptional education, or specializations around specific learning challenges). In this episode, we speak with two Educators Rising National Ambassadors about their lives since they left high school. Kaylea Patterson is a second-year student at the University of Delaware and Calvin Plante is a first-year student at American University (Washington, D.C.). Prior to starting college, both students became involved in Educators Rising. Dr. John Hendron leads the interview, prepared for our Educators Rising student members, to gain perspective about what college life is like for those considering a higher education pathway post graduation. For this episode, certain terms are mentioned that may be unfamiliar to all listeners. 1. TA (Teaching Assistant) – A TA is a student, usually in college or graduate school, who helps a professor by leading discussions, answering student questions, and sometimes grading assignments. They act as a helper in the class.2. Major – A major is the main subject a college student studies. It’s their primary focus, and they take many classes related to it. For example, if someone majors in biology, they take lots of science classes.3. Minor – A minor is a secondary subject a student studies in college. It’s not as many classes as a major, but it’s still an important area of learning. For example, someone might major in history and minor in psychology.4. Double Major – A double major means a student studies two main subjects in college instead of just one. They take a lot of classes in both subjects and earn a degree that includes both majors.5. Eisenhower Matrix – This is a tool to help people decide what tasks to do first. It sorts tasks into four categories. It helps with time management and productivity.• Urgent & Important (Do these now!)• Important but Not Urgent (Plan to do these later)• Urgent but Not Important (Maybe let someone else do these)• Not Urgent & Not Important (Probably don’t need to do these)6. Office Hours – Office hours are times when college professors or TAs are available to meet with students. Students can ask questions, get extra help, or talk about assignments. It’s like a built-in study help time. Students listening to this episode should be able to discuss: - What are potential benefits for attending school close to home? Far from home?- What advice to the guests provide about taking classes?- What are some of the ways you can budget your time?- What is a way you can help keep yourself accountable for getting work done?- What have these students done to stay connected with the Educators Rising community in their colleges?- How can students become better known by their professors and get help, if needed?

Dr. John Hendron speaks with PDK International’s Foundation chairperson, Dr. Angela Walmsley and PDK International’s programs and outreach coordinator, Ms. Zoey Tweh, about the Phi Delta Kappa travel program and this summer’s trip to Brazil. Founded decades ago, the PDK Travel program allows PDK members, in addition to Educators Rising teacher leaders and Pi Lambda Theta members, to explore new parts of the world together through international travel. In this episode we highlight what to expect, how to take advantage of scholarships for the program, and details about this summer’s itinerary. To become a PDK member, visit www.pdkintl.org.

Teachers: Are you familiar with NAEP? How is this assessment different from high stakes tests or assessments you use in the classroom? In this episode, we discuss the uniqueness of the NAEP and this year’s results. The National Assessment Governing Board is committed to maintaining the integrity and independence of The Nation’s Report Card as a trusted yardstick for U.S. student achievement. In this episode, Mr. Patrick Kelly, a high school social studies teacher from South Carolina, who also serves on the National Assessment Governing Board, talks to our chief executive, Dr. James Lane, about the role NAEP plays in conversations about U.S. education policy. Mr. Kelly is an accomplished educator with experience in developing the potential of educators in his district. He holds degrees from the University of South Carolina in history and political science, an MAT in social studies, and an MEd in education administration. You can learn more about the National Assessment Governing Board at their website, nagb.org.

In this episode Dr. John Hendron chats with Owen Elsasser, a current high school senior from Nebraska, who serves as Nebraska’s vice president of public relations for Educators Rising. In our conversation, Owen shares his start with Educators Rising, about his advocacy for having access to Career and Technical Student Organizations (CTSO) in high school, and how his Educators Rising teacher leader has gone above and beyond to support him and other students at his school. Owen plans to major in education post graduation and currently plans to pursue a career in teaching secondary English. And as we learn, he’s not opposed to becoming a future Educators Rising teacher leader himself. An addition to serving as a leader in his high school Educators Rising chapter and as a state officer, Owen is actively involved in the National Honor Society and is a three-sport athlete. Owen also serves as a 2024-2025 Educators Rising National Ambassador.

PDK Emerging Leader Fellow Vanessa Buttler hosts this episode of There’s Power in Teaching, where she talks with student leaders in Educators Rising. This week, February 3-7, marks “Educators Rising Week” where chapters engage in daily activities in tandem with other chapters across the nation. We thought hearing from students who have chosen to lead in their state would be a great way to help celebrate this week, in coordination with CTE Month. In this episode we learn about what value students see in participating in Texas’ state program, TAFE (Texas Association of Future Educators), including the opportunity to serve through service projects. Buttler also asks students what advice they’d have for teacher leaders to ensure success with their chapter! Educators Rising from PDK International has chapters in all fifty states and is the premier solution for providing schools an education career pathway program. Buttler is an Education & Training Program instructor at Cleburne High School in Texas. Buttler’s advocacy, dedication, collaborative spirit, and leadership in supporting Career and Technical Student Organizations (CTSOs) show her belief in the transformative power of education and in driving impactful initiatives within schools to benefit students and the wider community.

In this interview with PDK International CEO Dr. James Lane, we ask Secretary Cardona to reflect back upon his tenure at the Department of Education and what advice he has for the next Secretary of Education. An interview tied to this conversation will appear in the March edition of Kappan. Secretary Miguel Cardona was nominated by President Joe Biden and sworn into office as the 12th United States Secretary of Education on March 2, 2021.  At the beginning of his tenure, Secretary Cardona led the nation’s efforts to safely reopen schools and within nine months, the percentage of schools open went from 45 to nearly 100 percent. He oversaw the distribution of historic $170 billion in federal education funding for PreK to 12 schools and colleges; worked to increase higher education access, affordability, and student success; and led unprecedented federal efforts to transform the country’s student loan system.  Secretary Cardona continues to highlight the urgency of seizing this moment through intentional collaboration—particularly working in partnership with parents, families, students, and educators—and the opportunity we have, as a nation, not only recovering from the pandemic, but reimagining a higher-performing and more equitable education system that works better for all.  The four pillars of his educational agenda, Raise the Bar, were: Academic Recovery and Excellence, Improving Conditions for Educators and Mental Health, Global Competitiveness through Career Pathways and Multilingualism, and College Affordability and Accessibility.

We continue our series of podcasts hosted by PDK Distinguished Educator and Emerging Leader Fellows. Michael Odell is a Professor of STEM at the University of Texas at Tyler. His innovative initiatives have doubled the number of STEM teachers produced by the university and significantly impacted the local community. Odell joins the cohort with achievements such as holding several administrative positions at the university and co-founding the UT Tyler University Academy charter school. In this episode, he speaks with Educators Rising National Ambassador Calvin Plante, a first-year student at American University in Washington, DC. Calvin shares his experiences in Educators Rising in one of New Hampshire’s largest high schools and his perspectives on becoming a teacher. Both men discuss the changing landscape of how teachers enter the profession. Odell has over forty years of experience in the field of education; Plante was more recently turned onto teaching by his experience with Educators Rising. Their perspectives are illuminating! In the podcast, Odell describes a chart that he shares with Plante. This chart is presented in the related article with this interview and the data comes from Marder, M. (2024). The rise of uncertified teachers in Texas: Bad for kids, bad for business. UTeach Institute, University of Texas at Austin. Retrieved from https://tea.texas.gov/reports-and-data/educator-data/employed-teacher-attrition-and-new-hires-2023-2024.pdf Note: Opinions expressed by the guests on this podcast are their own. PDK International advocates for students in Educators Rising chapters to have a co-curricular experience to best prepare them for a future career in education. This means that in addition to their participation in chapter activities that their school offer a CTE program focused on an education career pathway.

PDK International this past summer recognized both emerging leaders and distinguished educators at its 2024 Educators Rising National Conference in Washington, DC. Each inductee was asked to produce a podcast episode to share student perspectives on their educational experience. In this episode, we hear from Angela, a high school student from New Mexico, about her experiences and her thoughts on becoming an educator. This interview was conducted by Starr Sackstein. Starr Sackstein is the Chief Operating Officer and partner of Mastery Portfolio, LLC. Her transformative work in developing alternative assessments and non-traditional grading practices has created more authentic learning environments, directly benefiting students. Sackstein joins the cohort with achievements such as publishing multiple books on alternate assessments and other innovative practices, such as blogging for educators and homework strategies for teachers. Since becoming inducted into the 2024 cohort, Ms. Sackstein has also become the state coordinator for Educators Rising in Massachusetts.

Speaker, author, and podcaster Dr. Sam Fecich is a former special education teacher who shares a passion for teaching and the profession. Today she balances her work as a college professor by spending time with family and friends, collecting pinball machines, baking chocolate truffles, and creating content that supports emerging teachers. In this episode, we talk about her experience at the 2024 Educators Rising conference as a conference sponsor, about tips she has for those interested in pursuing teaching, and her passion for instructional technology. Her podcast is available at her website, https://www.sfecich.com/podcast. 

Dr. James Lane, PDK CEO, interviewed Dr. Shaun Nelms, Director of the William and Sheila Konar Center for Urban Education Success at the University of Rochester. Nelms, featured in Kappan magazine, focuses on university partnerships with school districts. He’s an expert at school reform models and has spoken on equitable school systems and administrative leadership. At Warner School, he teaches HRM, school governance, and urban school leadership. Active in community organizations, he’s received awards for his education leadership. Read the interview here: https://kappanonline.org/interview-with-shaun-nelms/

Dr. Lisa Rollins from PDK International is joined by a school administrator from Rapides Parish schools, Maegan Schopper, who has a decade of experience with Educators Rising. Maegan shares her journey from teacher to school administrator, and how her district grew their education pathway program from 19 students to over 500. Maegan was celebrated at the 2024 Educators Rising National Conference with an Educators Rising Champion Award. This episode is an except from our webinar on growing chapters from 21 October 2024.

PDK International CEO Dr. James Lane speaks with Kareem Farah, who was interviewed in the September 2023 edition of Kappan. Mr. Farah talks about why teachers leave the profession and reflects on his own journey toward more innovative approaches to pedagogy. Mr. Farah is working with teachers, schools, districts, and states throughout the nation to change the way that they teach to be more engaging for students. The interview with Mr. Farah is available on our Kappan website, kappanonline.org.

PDK’s National Director of Outreach and Partnerships, Dr. Lisa Rollins, speaks with two teacher leaders who lead chapters and classes for PDK International’s Educators Rising Grow Your Own solution. In their conversation, Carla Smith and Amy Mitchell share their experiences of starting chapters with Educators Rising, using curriculum, and how they tailor their students’ clinical experiences around their districts’ unique constraints. Finally, we hear from Vinay Ganti from ETS on the use of the ParaPro Assessment as a way to provide a certification exam for your students interested in a future education career. This is an excerpt from a webinar recorded on 6 November 2024.