PBL Simplified for Administrators by Magnify Learning

What separates a top 10% school from the other 90%? In this episode, Ryan lays out the habits, systems, and mindsets that high-performing, innovative schools share—and the traps they refuse to touch. You’ll hear why visiting model PBL schools is a game-changer, what visionary principals actually do differently, and how you can start moving your school into that top tier without waiting for summer PD. Key Topics Covered Why You Shouldn’t Wait Until Summer to Start PBL Leaders get stuck thinking they should “start PBL next year.” Ryan breaks down why the second semester is the smartest launchpad and how to get your leadership team trained now so teacher PD in the summer actually sticks. What You Experience at a Top 10% School Ryan explains why stepping into a top-tier PBL school feels different—teachers talk differently, students use real-world vocabulary like collaboration and conflict resolution, and the culture is unmistakably student-centered. Lessons from Model Schools From solar-powered Babcock Ranch in Florida to standout campuses across Missouri, Texas, Indiana, Kentucky, and beyond, Ryan highlights what visiting high-performing PBL schools will teach you about culture, process, and leadership clarity. The Mindset of a Top 10% Principal What do innovative leaders fear most? Hint: it’s not test scores. Ryan shares an interview with principal Cynthia Bruno, who says her biggest fear is students having ordinary school days—an unacceptable outcome for a true top-tier leader. What Top 10% Schools Do ✔ Build a strong leadership team Assistant principals, coaches, and teachers collaborate to shape and spread the vision. ✔ Use instructional coaches intentionally Not data clerks—actual co-teachers and PD leaders. ✔ Create a written 3-year vision If it’s not written, it’s not real. ✔ Protect their calendar with fierce precision Deep work blocks. Limited weekend labor. No white-space for chaos. ✔ Develop systems that outlive the leader So the school thrives even when leadership changes. What Top 10% Schools Don’t Do ✘ Sit-and-get faculty meetings Logistical items go in the newsletter—meetings are for collaboration and learning. ✘ Fixed mindset thinking Problems are solvable. Kids can grow. Systems can improve. Period. ✘ Hide in the office High-level leaders are visible, affirming, and vision-casting in classrooms daily. Practical Takeaways for Leaders If you want a top 10% school, you can’t behave like the 90%. Build leadership capacity before summer. Visit innovative schools—they’ll change your vision instantly. Anchor everything in a clear, simple, repeatable vision. Protect your time so you can do the meaningful work. Call to Action If you're ready to launch PBL with clarity and momentum, check out the on-demand and in-person webinars at pblwebinar.com. And if you want to visit a model PBL school, we can help you connect with one in your region.

In this episode, Ryan shares the honest, often-overlooked reasons school leaders struggle to launch Project Based Learning—even when everyone knows it works. Whether you’re wrestling with teacher buy-in, traditional systems, or shifting school culture, this episode breaks down the five biggest barriers and gives you practical ways to overcome them. What We Cover 1. Wrong pitch, wrong audience Most PBL rollouts fail at hello. Innovators, early adopters, and the early majority need different invitations. You can’t pitch the same way to everyone and expect momentum. 2. Traditional education inertia is real We’ve operated in a traditional learning model for over a century. It’s comfortable, predictable, and familiar. PBL requires pushing a giant cultural boulder—but there is a way to move it. 3. Teachers are trained, but leaders aren’t ready When instructional practices evolve but evaluation, systems, and PD don’t, teachers eventually retreat back to what’s safe. PBL collapses when leadership isn’t aligned and trained. 4. Leaders are trained, but teachers aren’t equipped Top-down mandates always fail. Ryan explains how to build a “grassroots movement” where teachers ask for PBL—without forcing it. 5. They don’t know how awesome PBL really is When educators visit authentic PBL schools, witness the culture shift, talk to students, and see the engagement—everything changes. Most resistance is lack of exposure. Key Takeaways Buy-in isn’t about convincing—it’s about invitations. PBL fails when leadership, teachers, and systems aren’t aligned. Traditional learning inertia is strong, but it can be redirected. The best way to grow PBL isn’t mandates—it’s movement-building. When educators see PBL done well, they want in. Real-World Examples Mentioned Building internal PBL systems in Missouri and Ohio Site visits to PBL model schools like Rise Elementary and Columbus, Indiana How schools see immediate improvements in: Engagement Attendance Discipline Test scores Connect With Ryan: ryan@magnifypbl.com

Simon Holzapfel, the CFO and Co-founder of Leaf Lab, joins the podcast to share his experience in education, leadership, and business, describing himself as a "PBL fanboy". Simon asserts that PBL was the heart of education because it caused the learning to bond to something other than just the head, such as the body or heart, making the subject matter truly matter. He clarifies the crucial distinction between progressive education—which offers specific forms of scaffolding and flexible structure—and the dangerous lack of structure found in permissive education. Simon offers insights on avoiding leadership mistakes, managing burnout, and the sustainable implementation of Project-Based Learning (PBL). He details how Leaf Lab partners with schools to use real-world problems from local companies to provide students with a digital portfolio and two professional certifications. Main Points PBL is Foundational Learning: Simon has been a PBL supporter since watching his dad teach project-based inservices in the eighties. He states that PBL was the thing and that PBL is actually how humans just learn best because it lets the "full spectrum bulb" of humanness be necessary to the learning. Defining Progressive Education: Simon notes that the progressive ed movement in America now is still not totally clear on the difference between progressive and permissive. Progressive education involves building young people for the future by providing specific forms of scaffolding targets and a structure that's flexible. PBL, in contrast to the permissive fear that it means "whatever, man," requires structures, processes, and instructional models. The Leaf Lab Model: Leaf Lab is a highly structured but flexibly scaffolded environment. The lab's PBL model is designed specifically for local companies to bring small back burner problems to their school's lab. This directly helps capacity-constrained companies by having smart college students work with young entrepreneurs in their twenties or thirties. Student Outcomes and Professional Life: The lab rejects the idea that an outdated standard of care should affect any kid's path to a professional life. Each kid exits the lab with precisely that digital portfolio and two professional certifications to show employers they solved a project using specific tools. PBL Sustainability and Vision: Leaf Lab partners with public schools, high schools, and college universities globally to bring PBL to life. For sustainability, the partnership model focuses on building up the school's own people and systems. The work is how educators have "always wanted to lead". Simon believes there is a very specific wellness case to be made for PBL, as it stops school from "sucking" for kids and makes it relatable. Takeaways Leadership Team is Non-Negotiable: A school leader must understand how much a good leadership team is the only thing that's going to make it work. It's about the team. The mistake is thinking you can be the only leadership team. Avoid Key Implementation Mistakes: Simon lists mistakes he made that are common: going too fast, and not building the team first (or not aligning the team). If you don't have a team when trying to do something different, "you're toast". Measure Success by Community Values: Innovation efforts should be measured using metrics dependent upon what the community values. A specific metric is asking parents, "Has your kids smiled yet in going to school?" and taking pictures of the child smiling as evidence that something is working. Lead with Service and Integrity: If you are going to be an authentic service leader, serve your opponents harder than your fans. Additionally, do not allow other people's feelings and comfort to be the bottleneck to your student's future. Communicate Change Effectively: When speaking to the board, leaders should anchor their arguments in local economic development and should prioritize speaking about child well-being to overcome antiquated mindsets.

In this episode, Ryan shares his firsthand experience visiting Calvert County’s Career and Technical Education (CTE) program, where Project-Based Learning (PBL) and hands-on technical education intersect to create incredible outcomes for students. The visit highlights how authentic projects, structured pedagogy, and real-world experiences are transforming student engagement and post-graduation success. Ryan explores how CTE teachers—often experts from the professional world—are empowered through PBL frameworks to deliver deeper learning and stronger instructional design, creating classrooms that mirror real workplaces. 🧠 Key Takeaways CTE programs are naturally authentic, but PBL provides the structure and pedagogy to turn projects into powerful learning experiences. “You’re surrounded by authentic projects—PBL just gives you the structure to make them run smoother.” Calvert County’s CTE students boast a across 600+ students, with state funding helping all learners access these career-ready credentials. From with responsive mannequins that simulate symptoms to , students gain real-world experience while still in high school. Students discover early whether a career path fits them—saving years of college and debt. Many graduates step directly into in welding, HVAC, and other skilled trades. Ryan challenges districts to celebrate CTE achievements the same way they celebrate college signings. “Why aren’t we parading these success stories around districts?” Calvert County proves that CTE isn’t a “second track.” Students can take while mastering welding, HVAC, or electrical systems—bridging academics and real-world application. Magnify Learning customizes every workshop to fit each program, ensuring sustainable growth and internal innovation within districts. 🧰 Resources Mentioned pbwebinar.com Learn how PBL structures elevate CTE teaching and learning. callmagnify.com Explore customized PBL training for your CTE program. 🎯 Call to Action If you’re a school leader ready to: Blend PBL into your CTE program Increase student engagement and certification success Build real-world, sustainable learning models ➡️ Visit pbwebinar.com or callmagnify.com to get started. And if you’re proud of your CTE program—reach out to be a podcast guest and share your success story!

In this inspiring leadership episode, Ryan Steuer talks with Amy Balsbaugh, principal and researcher on joy and well-being in school leadership. Together, they unpack practical ways school leaders can protect their joy, model balance, and lead with gratitude—even in high-demand environments. Amy shares her research on the 10 strategies that help principals sustain joy despite the challenges of modern education, and she dives into her favorites—gratitude, relationships, and strength-based leadership. Whether you’re a veteran administrator or just starting out, this conversation reminds you that joy isn’t optional—it’s essential to long-term impact. 🧭 Key Topics Why is essential in education, not optional The connection between Top 3 practices from Amy’s dissertation: — daily reflection or notes of appreciation — surrounding yourself with uplifting peers — leaning into your natural gifts How to establish that fit your lifestyle Creating a with ideas like “Bonnie the Bee” The power of to shift mindset and reclaim joy Protecting joy during tough seasons—without toxic positivity Ideas for embedding joy and wellness into 🛠️ Practical Takeaways ✅ Write down 3–5 things you’re grateful for daily ✅ Schedule “no work” zones (like no emails after 8 PM) ✅ Start team meetings with a quick celebration ✅ Identify your top strengths and use them intentionally ✅ Find your “people” — mentors or peer leaders who understand the work ✅ Create joy rituals that fit your school culture (bells, notes, mascots, etc.) 📚 Resources Mentioned Amy’s Instagram: @joyfulprincipalshipWebsite: amybalsbaugh.com

In this episode, Ryan Steuer breaks down why employability skills—communication, collaboration, problem solving, and agency—are what truly prepare students for life beyond school. Drawing from his business background and classroom experience, Ryan connects how PBL builds the exact skills employers and communities say they need. He challenges school leaders to move beyond test prep and toward preparing learners for the real world—where teamwork and adaptability win every time. 💡 Key Takeaways Schools like Dixie Elementary moved from a D to an A after implementing PBL—engaged learners perform better. No one is hiring for “filling in bubbles.” Employers want communicators and collaborators. Ryan shares his own story from corporate life, where technical knowledge mattered less than people skills. Instead of trying to “add” soft skills, PBL is the framework that develops them. From designing community gardens to creating murals that tell local stories, learners in PBL find authentic purpose in their work. 🧠 Featured Story Eliia’s Mural Project — A quiet student discovered her voice through a PBL unit on designing a community space. Her mural idea gained real funding and became a lasting contribution to her city. That’s real impact—learning that leaves a mark. 🏫 Why It Matters for Administrators PBL turns classrooms into microcosms of the real world. It develops agency, adaptability, and empathy—skills traditional tests miss. Leaders who prioritize these experiences shift their school culture toward authentic learning. 🗓 Upcoming Opportunities November 19 in Columbus, IN — Visit pblnetworks.com to register for a model school visit and experience live PBL in action. Explore long-term planning, CTE, STEM, and Title I models at pblwebinar.com.

In this leadership episode of the PBL Simplified Podcast for Administrators, host Ryan Steuer sits down with David Richards — founder of Growth Public Schools, Changemaker Micro Schools, and host of the Changemaker EDU podcast. David shares his journey from corporate banking to education entrepreneurship, his “why” rooted in serving students who don’t fit the traditional model, and how micro schools are redefining education for the next decade. The conversation dives deep into learner-centered design, micro school development, district innovation, and the leadership mindset needed to create transformative change within schools of any size. 🧭 Key Topics Leaving banking for education to serve students like his family — those who struggled in traditional systems. How David founded a learner-centered public charter school focused on self-directed and project based learning. The resurgence of small, relational, multi-age learning communities — “a redux of the one-room schoolhouse.” How districts can innovate within existing systems and use micros to reach underserved students. How large districts can pilot small, PBL-driven environments inside comprehensive schools. What larger schools can learn from micro schools about relationships, self-direction, and personalization. A look ten years ahead — micro schools influencing 5–10% of students and reshaping how learning works across the U.S. How David’s team helps educators launch and sustain high-quality micro schools through coaching, resources, and community. David’s reflections on purpose, alignment, and personal balance through meditation and family focus. Resources and links: whatispbl.com Connect with David: LinkedIn Growth Public Schools Changemaker Micro Schools Changemaker EDU podcast

In this episode, Ryan tackles a question that’s been floating around education circles: “Is Project Based Learning too hard?” Spoiler: No—it’s not too hard when done the right way. Drawing from over a decade of work in schools across the country, Ryan breaks down why some districts struggle to sustain PBL, how Magnify Learning is helping schools build internal capacity, and what it really takes to make PBL thrive long-term. 🧩 Key Takeaways Magnify Learning’s mission is bold: help 51% of schools implement PBL by 2051. To get there, we’re building sustainable systems—not dependency models. The goal is for schools to lead their own innovation. Schools that succeed with PBL train both leaders and teachers simultaneously—and pair that with ongoing coaching. A three-day workshop alone won’t cut it. Without in-year coaching, teachers hit roadblocks and stall out. Just like students need scaffolding, teachers need ongoing support. When teachers have access to a coach, they don’t give up—they push through and grow. Allowing PBL isn’t the same as supporting it. Effective administrators create structures, adjust schedules, and celebrate success stories. Leadership teams must model reflection, collaboration, and innovation. Urban, suburban, or rural… public, private, or charter—PBL thrives when leaders commit to mindset and structure shifts. Ryan shares real examples: A Lexington model school whose 6th graders designed their city flag Florida schools leading conservation projects Indiana schools partnering with individuals who have intellectual disabilities PBL isn’t “one more thing.” It’s the framework that brings together SEL, literacy, evaluation systems, and career readiness. The best districts use PBL to connect existing initiatives—not replace them. 💡 Ryan’s Rant (and Reminder) “Is PBL too hard? If you don’t support it—yes. But if you train, coach, and structure it right—it’s the most powerful way to engage teachers and learners.” Jump in here: whatispbl.com pblwebinar.com callmagnify.com

In this powerful leadership episode, host Ryan Steuer sits down with Matt Dehart, founder of Teach from Dehart Academy and Teach from the Heart Foundation, to explore what it looks like to build a school model that transforms both students and families. Matt shares how his personal “why” is rooted in generations of educators, how travel and real-world experiences elevate academics, and how his two-generation school model is revitalizing a Pennsylvania community. 🧭 Key Topics & Takeaways 1. The Power of Purpose Matt’s why comes from his family legacy of service and sacrifice. “I want to plant as many trees as possible that I’ll never see the fruit of.” 2. Real-World Experiences Drive Real Learning Students who had never been downtown—or on a plane—learned life skills through travel and exposure. Simple experiences like ordering at a restaurant became lessons in . Integrating life skills with academics led to in his South Carolina classroom. 3. Blending Soft Skills and Academics Students learned to write checks, tip properly, analyze speeches, and eliminate multiple choice tests. Confidence grew from real success, not false praise. “We built a culture where students wanted to ‘lock in’ and speak like leaders.” 4. The Two-Generation Model At Teach from Dehart Academy, both students and parents learn. Parents can earn GEDs, attend financial planning classes, and grow alongside their children. Families graduate together—literally walking the stage side-by-side. “Educate the student, educate the parent, revitalize the community.” 5. Building Community Partnerships Matt built trust by showing up: town halls, clean-ups, home visits, and local events. Authentic relationships with city leaders and families fueled the school’s success. “Be present. Listen first. People follow consistency.” 6. Leading and Funding the Dream Teach from Dehart Academy opened through grassroots fundraising and persistence. Matt worked multiple jobs to keep the vision alive. Fundraising tip: “Don’t just share what you’re going to do—show what you’ve already done.” 7. What’s Next Expand the model globally to serve communities in . Launch a for students past and present. Spread the curriculum and model to empower other schools. Continue using speaking engagements to fund student scholarships. Resources and Links: whatispbl.com Get Matt's Book Matt's Website: teachfromdehart.org

In this episode, Ryan Steuer unpacks the concept of “random acts of STEM” and explains how Project Based Learning (PBL) provides the structure, authenticity, and engagement needed to make STEM meaningful. Instead of relying on flashy experiments to capture attention, Ryan shows how PBL connects science, math, and inquiry to real-world problems, community partners, and long-term engagement. What You’ll Learn in This Episode: The difference between “cool experiments” and purposeful STEM learning How PBL prevents random acts of STEM by connecting content to real-world outcomes Why engagement alone isn’t enough—students need critical thinking, inquiry, and authentic application A classroom example: an eighth-grade genetics unit where students educate parents about genetic diseases The role of community partners in helping students see career pathways in STEM Why structure matters: the six-step PBL framework that builds culture and consistency How PBL turns STEM into sustained inquiry instead of a “one-off circus trick” Key Takeaways: Flashy labs like oobleck and elephant toothpaste can be engaging but often lack deeper learning connections. PBL flips the script by giving students authentic problems that require inquiry and critical thinking. Real-world audiences (parents, doctors, community partners) drive authentic motivation. PBL gives teachers a sustainable model so they don’t have to “one-up” themselves with bigger, crazier experiments. Bringing in engineers, scientists, and professionals helps learners see themselves in STEM careers. Resources & Links Mentioned: pbwebinar.com – Free webinars with slides and visuals whatispbl.com – Free PBL vs. project graphic and resources PBL Simplified (book by Ryan Steuer) – Available wherever books are sold

Today's podcast discusses three solutions that Project-Based Learning (PBL) brings to Career and Technical Education (CTE) programs. Key Resources & Connections Administrators and staff members fired up about PBL should check out . This platform investigates issues and expands great ideas around , PBL and maker spaces, and PBL and STEM, bringing together minds across the country to create solutions for the PBL world. Magnify Learning uses a two-pronged approach to train leaders and teachers simultaneously. Their goal is to achieve a fully sustainable PBL model, culture, and trained professionals within three years. Customization is a core value, involving listening to CTE teachers and customizing resources to their work. The Challenge of Projects vs. Project-Based Learning While CTE programs are already rich with real-world application, engagement, and projects (students are welding, wiring, and cooking), simply doing projects does not guarantee learners are experiencing the full benefits of PBL. PBL offers three specific solutions to upgrade any CTE program. The Three Problems and PBL Solutions 1. Problem: Learners Aren't Always Engaged Even with authentic, hands-on work (like laying pipe or designing logos), engagement isn't always automatic because learners often don't know the "why" or the spark of purpose behind the task. . A strong is a staple of any PBL unit, creating the emotional hook and launching the unit by focusing on solving a real problem for real people. Instead of just doing brake jobs in auto tech, learners begin the unit by meeting with a local nonprofit serving single mothers, giving the work a purpose beyond the technical standards.This aligns with Daniel Pink's "big three" elements of motivation: . 2. Problem: CTE Teachers Can Lack a Clear Structure Many CTE professionals (e.g., master electricians, nurses, chefs, engineers) come straight from the industry and are not traditional educators. They may lack training in creating rubrics, connecting lessons to standards, or backwards planning. Without structure, projects can go "off the rails," potentially running far longer than planned (e.g., three weeks turning into nine weeks). .The provide a simple, repeatable way to design rigorous, authentic projects and remove the guesswork.Define the problem.Set the solution criteria.Research possible solutions.Choose a solution.Implement it and inspect it.Reflect on the process.PBL offers scaffolding, and resources (like planning templates and rubrics) can be tailored specifically to fit CTE departments (e.g., welding or HVAC). 3. Problem: The Amazing Work Isn't Being Shared from Your CTE Programs Incredible things are happening in CTE (e.g., rewiring homes, interning at hospitals), but they often happen "behind closed doors," and the community never sees them. This leads the community to misunderstand the current state of CTE (thinking it is "shop class from 50 years ago"). . to an authentic audience is a core component of PBL. may include a panel of industry professionals, the local school board, or a neighborhood news outlet. When work is made public, learners take pride in it, community partners see the advanced work happening, and the district sees the CTE program as a "crown jewel". Culinary students cater a luncheon for a local senior center, researching dietary needs and letting the local newspaper know, resulting in a "splash" of good news. Conclusion PBL is a smooth transition for CTE because the programs already have authentic projects and CTE professionals understand the work. When done right, PBL aligns with what CTE is already good at and helps build citizens, problem solvers, and leaders in addition to the workforce of tomorrow.

In this conversation, Marsha Enright discusses her journey from Montessori education to founding Reliance College, emphasizing the importance of independent learning and the development of autonomous, self-directed individuals. She shares insights on how Montessori principles can be adapted for higher education, the significance of real-world applications, and the need for effective teacher training. The discussion also highlights the unique approach of Reliance College in preparing students for meaningful careers through experiential learning and research projects. Takeaways Montessori education fosters a love for learning in children.The Montessori method emphasizes developmentally appropriate materials.Creating an environment that maximizes learning is crucial.Self-discipline and autonomy are key outcomes of education.Teachers must be observant and responsive to student interactions.Real-world applications enhance the learning experience.Students should experience the college environment before enrolling.The college's unique approach focuses on practical experience and mentorship.Effective communication of the college's mission is essential for attracting students.Reading 'The Secret of Childhood' provides insight into Montessori principles. Resources and links: reliancecollege.org hello@reliancecollege.org FB: https://www.facebook.com/reliancecollege.org X: https://x.com/RelianceCollOrg, @MarshaEnright LinkedIn: https://www.linkedin.com/company/reliancecollege/?viewAsMember=true https://www.linkedin.com/in/marsha-familaro-enright-8a973b/ Article: Enright, "Teaching for Freedom" The Secret of Childhood by Maria Montessori

In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators.We are launching to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. You should never do PBL alone. The implementation must start with , not a top-down mandate.Involve both secondary and elementary leaders from the outset to align mindsets and processes.Clearly define the of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate".; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Establish a of 6-10 central office members.Dedicate to develop the comprehensive 5-year implementation plan.Go "beyond the why" to articulate the district's collective purpose for this work. Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Design Days, Deeper Practice, Sustainability Days (over 3 years). PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and (by end of Year 3 for sustainability). All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Form a , identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Begin with leadership team design days and teacher "jump start" training,...

In this conversation, Dr. Josh McConkey discusses the importance of leadership in education, emphasizing the need for accountability, resilience, and mentoring in preparing youth for the future. He shares insights from his experiences in the military and healthcare, highlighting the significance of empowering teachers and students alike. The discussion also covers the challenges of change management in educational settings and the vital role of ordinary actions in mentoring and teaching. Takeaways Empowering youth is essential for future leadership.Resiliency is crucial for overcoming modern challenges.Accountability must be upheld at all levels of leadership.Mentoring can significantly impact youth development.Every action taken by educators influences their students.Change management is necessary for evolving educational practices.Ordinary moments can have profound effects on students.Ownership in learning fosters student engagement.Complacency in leadership can hinder progress.Continuous improvement is vital in education. Resources and links: whatispbl.com Connect with Dr. McConkey: Website: www.weightbehindthespear.com Instagram: https://www.instagram.com/joshmcconkeymd/ Facebook: https://www.facebook.com/joshua.mcconkey LinkedIn: https://www.linkedin.com/in/josh-mcconkey-md/ X (Twitter): https://x.com/mcconkey007 YouTube: https://www.youtube.com/@drjoshmcconkey IMDB: https://www.imdb.me/joshmcconkey

In this episode, Ryan Steuer sits down with Jill Reilly, author of the book, "10 Permissions." Jill shares her journey and insights on navigating profound change, both personally and within organizations, offering a fresh perspective for school leaders looking to innovate. This conversation is particularly relevant for school and district administrators, coaches, and anyone trying to bring about change in long-standing systems. Key Takeaways from Jill Reilly: Jill's work, including her book "10 Permissions," is born out of experiences witnessing the challenges of big change and the need for individuals to grant themselves permission to act differently. This concept is crucial for school leaders feeling stuck between outdated expectations and 21st-century needs. Following prescribed paths, like the "get good grades, go to a good school, get a good job" narrative, can lead to irrelevance. This old logic often fails to equip young people with the self-awareness, self-efficacy, and agency necessary for a fluid world. Traditional metrics like test scores and extracurriculars, while valuable, no longer hold the same currency they once did. Jill emphasizes the need for schools to focus on developing in learners, which she sees as critical capabilities for the future. Leaders and teams need to feel safe trying new things that may not be "proven" locally. Change doesn't have to be radical; it can start with that tap into individual agency. Jill encourages leaders to "work out loud" and model adaptive behaviors for their staff and students. Instead of rigid five-year plans based on controlling variables, Jill advocates for This means being present, pattern-spotting opportunities, and adapting to a rapidly changing world, especially with impacts like AI on the horizon. It's about shorter time frames and inductive approaches, allowing for flexibility and continuous learning. Many in institutions carry a "heaviness" of responsibility and perceived expectations. Jill invites leaders to , including self-judgment and the need to constantly take on more. This creates space for agility and possibility, transforming change from "extra responsibility" to an invitation for conversation about what can be put down. Instead of framing change as "problems to be solved," Jill suggests focusing on and a "fitness for change." This involves taking small, iterative steps, earning experience in managing discomfort and fear, and building the "muscle" for making change. Believing in a better future is revolutionary, especially in times prone to pessimism. Optimism is the "lifeblood of all the best thinking and all the best action". Connect with Jill: LinkedIn: https://www.linkedin.com/in/jillianreilly/Website: https://tenpermissions.com/TedTalk link: https://www.youtube.com/watch?v=5V8ucQrP0j8https://www.instagram.com/thetenpermissions/?hl=enPre-order the book: http://bit.ly/44GUoms

Today on the PBL Simplified for Administrators podcast we have Ashley Curtin. Ashley is a district coach in Calvert County Maryland working with PBL teachers. The PBL initiative started in social studies to increase engagement and has spread across the district. Ashley is now under Career Technical Education (CTE) funding and is building relationships with CTE instructors. She connects teachers and suggests collaborations. A key to her approach is meeting people where they are at with their mindset and comfort level with PBL. PBL Unit Examples An eighth-grade science teacher developed a project about invasive species, initially thinking about a cookbook.The project shifted to educating the public about invasive fish in the Chesapeake Bay and Puxon River.Students created posters, social media posts, and websites with QR codes to educate the community.Culinary program seniors developed recipes for invasive fish, which were judged in a "Chopped" style competition.The eighth graders then featured these recipes on their websites and in their outreach materials.The project culminated in presentations to community partners, including the Department of Agriculture and local restaurant owners.A third-grade team created storybooks about different regions of the United States.The project integrated science, social studies, and ELA standards.Students recorded themselves reading the books, which were accessed via QR codes in the front covers.They sold the books to families, and the project culminated in an author signing event with over 150 attendees. Roses, Buds, and Thorns The shift to CTE funding is a big win.CTE programs already have authenticity, so the focus is on infusing pedagogical practices and PBL structures.PBL is now a strategic goal for the district.There is work with math instructors, and an effort to reimagine education with PBL.The adaptability of the PBL framework is allowing it to take shape in different ways.Ashley's capacity to support the growing PBL movement is limited.There is a need to convince more decision-makers to invest in PBL and create core leadership positions.Some teachers who signed up for training are reluctant to fully embrace the PBL mindset and implementation.Ashley wants to encourage these teachers without making them feel like they are being dragged along. Addressing the Challenges (Thorns) : The need for more resources and core leaders in buildings and across grade levels/content areas is a significant challenge.:Invite teachers to observe successful PBL classrooms.Invite teachers to participate in tuning protocols.Provide opportunities for collaborative support and reflection.Share a PBL newsletter to highlight best practices and provide resources.Highlight teachers and their work in a positive way in order to give them affirmation. Getting Administrative Buy-In Track data like student engagement, attendance, and discipline to show the impact of PBL.Share positive stories from PBL classrooms with principals to improve community perception of the school.Promote the idea of training coaches to implement PBL in individual schools.Highlight that educators can learn from their own colleagues and don't necessarily need to travel to conferences. Optimism about Education PBL is re-engaging teachers and showing them the power of their work.It shifts teachers' views of students, moving away from negative assumptions.PBL has the power to transform education and engage students long after the project is over. Conclusion Ashley is bringing hope and joy to the teaching profession through PBL.The podcast encourages teachers to rate and review the show.PBL is helping teachers teach the way they have always wanted to teach. Resources and links: Ask a question or share a win: PBLShare.com Join the PBL Online Community: https://magnifypbl.mykajabi.com/pmoc

Key Moves to Increase Student Engagement: ◦ Leaders should share their vision often and loudly, connecting it with teachers' personal "why". Your teachers look to you for vision. ◦ Publicly acknowledge positive things you see happening in classrooms. ◦ Leave positive Post-it notes for teachers; these can serve as powerful reminders that they are on the right track and encourage more of those actions. ◦ Share wins in faculty meetings (at the beginning and throughout) and in weekly newsletters. ◦ Celebrating wins tells everyone what is "awesome," aligns with the vision, and helps kids be engaged, implicitly encouraging others to follow suit. "What you focus on grows". ◦ Faculty meetings should not be boring updates that could be emails. Teachers often cite meetings as the one thing they would change in education. ◦ Use this rare collaborative time to model engagement strategies you want to see in the classroom, such as Project-Based Learning (PBL) moves, collaboration, voice, and choice. ◦ When you model "sit and get" in meetings, you are communicating that this is how teaching and learning are done. Instead, model empowered and engaged learning. ◦ Avoid sending only one person to a PBL training and expecting them to train the entire staff or for others to instantly become innovators. This often leads to frustration and the abandonment of PBL. ◦ Effective PBL implementation requires a comprehensive approach, as seen in the Babcock Ranch model school in Florida, where everyone is PBL certified, they use structured processes (like the "PBL Simplified" book), and have PBL-certified coaches. ◦ PBL is a significant shift, especially for teachers accustomed to traditional teaching. Success comes when PBL becomes ingrained in the school's culture and daily operations. Practical Steps for Implementation: . by observing classrooms and identifying teachers who are already doing great things. by lifting up their PBL-like actions (e.g., great entry events, community partners, voice and choice). for discussing PBL and fostering staff collaboration. so they can experience it firsthand and then model it for their students. Once student engagement is achieved, . Leadership Advice and Resources: . Leading is challenging, so build a team. Consider if you don't have one to help build a common vision. For a full year or three-year plan for PBL implementation, including information on teacher retention and grant funding, visit pblwebinar.com. • If this episode was helpful, please rate and review the show to help other leaders find it.

In this episode of PBL Simplified, host Ryan Steuer interviews Vanessa Myers, Senior Director of Education and Workforce Development at Interplay Learning. They discuss the transformative power of Project Based Learning (PBL) in vocational education, particularly through the integration of virtual reality (VR) technology. Vanessa shares personal stories that highlight the importance of hands-on learning and how VR can enhance vocational training. The conversation also addresses the challenges of implementing VR in schools, the future of education technology, and the critical need for preparing students for employability in various trades. Takeaways Project-based learning is essential for engaging students in vocational education. Hands-on learning experiences can significantly boost student confidence and success. Virtual reality can replicate real-world scenarios for vocational training. Safety and cost-effectiveness are key considerations for implementing VR in schools. Success stories highlight the effectiveness of VR in enhancing learning outcomes. Employability skills are increasingly important in education. Integrating technology into the curriculum can improve student engagement. Collaboration with industry partners can enhance vocational training programs. Educators should focus on aligning technology with learning outcomes. Continuous practice and exposure to real-world skills are crucial for student success. Resources and links: interplaylearning.com https://www.linkedin.com/in/vanessa-myers-5066879/

In this episode, Ryan Steuer discusses the importance of Project-Based Learning (PBL) and outlines three common mistakes that leaders make when implementing PBL in schools. He emphasizes the need to start with the 'why' of PBL, the significance of cultural change, and the importance of empowering teachers rather than controlling them. Through personal anecdotes and practical advice, Ryan provides insights on how to create a sustainable PBL environment that fosters student engagement and ownership. Takeaways PBL should be part of a leader's legacy.Starting with the 'why' is crucial for buy-in.Cultural change is a complex process that requires time.Empowerment of teachers leads to better student outcomes.Leaders must model the change they want to see.Creating a collective 'why' strengthens the initiative.Cultural change involves mindset shifts, not just protocols.Teachers need voice and choice in their professional development.PBL can be adapted to fit various educational contexts.Avoid imposing rigid models; allow for customization. Resources and links: Register for the webinar: pblmasterclass.com

In this episode of the PBL Simplified podcast, host Ryan Steuer talks with Doug Noll, a former trial lawyer turned peacemaker, to discuss effective strategies for de-escalating conflicts with angry parents, students, and teachers. The conversation emphasizes the importance of understanding emotions in conflict resolution, introducing the concept of affect labeling as a powerful tool for calming individuals and fostering connection. Doug shares insights on how to apply these techniques in educational settings, highlighting the need for emotional intelligence among educators and students alike. The episode concludes with practical advice for administrators on how to implement these strategies in their schools. Takeaways Fights and arguments between human beings are unnecessary. Human beings are driven by emotions, not rationality. Affect labeling is a technique to de-escalate anger. Listening to emotions rather than words is crucial. De-escalation must occur before problem-solving. Students often act out due to a lack of connection. Emotional abuse in families affects student behavior. Affect labeling can create emotional safety in classrooms. Teachers can learn to help students self-regulate emotions. Cultural programming often devalues emotional expression. Resources and links: Share a PBL win or ask a question: pblshare.com Connect with Doug: https://dougnoll.com/school-de-escalation-training/ https://dougnoll.com/de-escalation-skills-resources/ LinkedIn: https://www.linkedin.com/in/dougnoll/ Facebook: https://www.facebook.com/doug.noll.52/ https://www.facebook.com/DouglasNoll Twitter: https://twitter.com/dougnoll Instagram: https://www.instagram.com/douglasenoll/ DN YouTube: https://www.youtube.com/channel/UCtAHXdBT1Y0Pl7SGrM_HcFw EC YouTube: https://www.youtube.com/channel/UCLMgSgzfVqHdriHEN3MiIKA Pinterest: www.pinterest.com/b990204361f85f4a8ac1a25a9a0920