ChangED

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A simple line reframed our whole approach to teaching: prepare students for their future, not our past. Sitting down with Jeff Remington from Penn State’s CSATS, we dig into what that looks like when classrooms connect directly to research, industry, and the realities of Pennsylvania’s evolving economy. Instead of one‑off PDs and “random acts of STEM‑ness,” we talk about sustained, transdisciplinary learning built on real local phenomena—data centers, smart manufacturing, clean energy, life sciences—and the skills students actually use on the job.

Jeff breaks down the new NSF‑supported STEM Teacher Corps, a multi‑year experience that pays and empowers elementary teachers to embed with researchers, return as regional leaders, and scale authentic project‑based learning. We explore convergence education—where science, math, engineering, tech, and even policy and communication blend into problems students can’t solve with a single subject. That mindset aligns cleanly with the STEELS standards’ performance expectations and higher Depth of Knowledge, shifting classrooms toward application, reasoning, and transfer.

We also get practical with AI. Rather than banning or siloing it, we position AI as the fourth teammate in student groups: a guided thought partner that raises rigor and mirrors how modern teams work. With clear guardrails, students learn to prompt, verify, and reason—while teachers model ethical use and bridge a growing skills gap. Layer in Pennsylvania’s five economic pillars—agriculture, energy, manufacturing, robotics/AI/tech, and life sciences—plus environmental sustainability, and you have a roadmap for making learning local, meaningful, and career‑ready.

If you’re ready to move from theory to practice, this conversation will give you concrete starts: choose a local phenomenon, map it to STEELS and the pillars, use AI to deepen inquiry, and build from there. Join us, share this with a colleague who’s hungry for real change, and subscribe so you never miss new ideas that help every student step into the future with confidence.

To learn more information about CSATS or to stay up on their latest information, visit: CSTATS or find them on social media (Linked In, FaceBook, & Twitter)

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What happens when we move beyond memorizing facts and formulas in science education? This conversation takes a deep dive into the transformative power of three-dimensional learning—a framework that balances knowing (disciplinary core ideas), thinking (cross-cutting concepts), and doing (science and engineering practices).

For generations, science education has overemphasized the "knowing" dimension, leaving students with memorized facts but little understanding. Our hosts share personal experiences with traditional science education—from mindlessly copying answers from the back of physics textbooks to struggling through plant photosynthesis memorization—and contrast these with the rich learning that happens when students engage with scientific concepts more deeply.

Through real-life classroom examples, we explore how even young learners can develop scientific thinking when given opportunities to observe, question, and discuss. This approach cultivates curiosity and problem-solving skills that traditional memorization-focused instruction often stifles.

The conversation takes on additional urgency in the age of artificial intelligence. As AI increasingly handles knowledge-based tasks, the cross-cutting concepts—patterns, cause and effect, systems thinking, and more—become even more valuable. These thinking skills represent the uniquely human contribution to science that AI cannot replicate.

Whether you're an educator looking to transform your science teaching or simply curious about how education is evolving to meet future demands, this discussion offers valuable insights into creating lifelong scientific thinkers who approach the world with genuine curiosity and the skills to explore independently.

Listen, subscribe, and join us in rethinking science education for a world that increasingly values not just what you know, but how you think.

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How do you react when faced with dramatic change? When podcast host Andrew unveiled his freshly-shaven face after six years with a beard, his co-hosts' contrasting reactions—shock versus casual acceptance—perfectly mirrored how educators respond to implementing the new Steels science standards.

This lighthearted moment opens a thoughtful exploration of educational transformation. Just as Andrew's children barely recognized him without his beard, teachers implementing STEELS standards may find their classrooms looking unfamiliar. The 3-Dimensional approach of Disciplinary Core Ideas, Science and Engineering Practices, and Cross-Cutting Concepts represents a fundamental shift in how science is taught and learned—not just another curriculum shuffle.

Yet beneath the apparent upheaval lies an encouraging truth: many excellent teachers discover they're already incorporating elements of the standards, just not intentionally. As one teacher shared after implementing changes: "This is exactly what I was doing before. I just added a few more pieces. I made sure every student spoke, reflected on questions, and put up a driving question board." The difference was intentionality, not complete reinvention.

Unlike many educational shifts that feel arbitrary, the STEELS standards represent research-based improvements designed to develop students who think deeply about science rather than merely memorizing facts. As you navigate this transition, remember that questions and skepticism are part of being a scientist—embrace the journey of discovery with your students.

Have you started implementing STEELS standards in your classroom? Share your experiences with us on Spotify and join our conversation about transforming science education one small change at a time.

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The Change Ed journey has taken us to every continent on the planet, evolving from three Pennsylvania educators discussing science education into a global conversation reaching listeners worldwide. Season Two has been transformative, with download numbers growing exponentially and educators launching their own podcasts or revolutionizing professional development in their districts by offering continuing education credits for episode listening and reflection. A true highlight was partnering with the National Science Teaching Association as their official conference podcast, interviewing keynote speakers and connecting with science educators nationwide.

As we look toward Season Three, we're excited to feature more practitioners sharing real implementation stories, explore interdisciplinary connections while maintaining our science focus, and continue growing our authentic approach with the ambitious goal of reaching 20,000 downloads and expanding to every country worldwide. We're immensely grateful to our listeners and supportive organizations who recognize the value in this work. As educators wielding tremendous influence in shaping young minds, we invite you to join us for Season Three as we continue our mission to change education for the better – because together, we're making a difference in classrooms around the world.

Want to send us a show idea or just say hi?  Email us at: [email protected]! 

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What happens when artificial intelligence stops being a buzzword and becomes an actual classroom partner? The possibilities are both exhilarating and terrifying. In our conversation with educational technology expert Dr. Brian Housand, we explore the transformative potential of AI in education when approached thoughtfully and strategically.

Most educators are stuck in two extremes: either banning AI outright or allowing unchecked use without guidance. Housand offers a refreshing middle path by reframing AI as a "thought partner" rather than just another search tool. This shift in perspective opens up powerful opportunities for collaboration, especially for gifted students who might struggle with traditional peer interactions but thrive when bouncing ideas off an AI system.

The heart of successful AI integration lies in emphasizing process over product. When teachers evaluate only final submissions without engaging with students throughout their creative journey, they inadvertently encourage AI misuse. Housand suggests a counterintuitive approach: teachers should test their own assignments in AI tools first, then use those generic outputs as starting points for classroom discussions. 

Perhaps most valuable is Housand's CAPES framework for evaluating information authenticity: Credentials, Accuracy, Purpose, Emotion, and Support. This systematic approach helps students engage critically with all content—whether human or AI-generated—in an era where information moves at lightning speed and verification becomes increasingly challenging.

Ready to transform your relationship with educational technology? Listen now to discover practical strategies for harnessing AI's potential while teaching the critical thinking skills students need for a future where artificial intelligence is simply part of the landscape. As Housand reminds us, "This technology is not going to go away. It's going to continue to get stronger and more advanced"—our responsibility is to ensure we're prepared to use it wisely.

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Dr. Demetrius Roberts, special consultant for STEM and computer science with the Pennsylvania Department of Education, joins us to share his remarkable educational journey and the powerful lessons it offers for today's educators. Growing up in Philadelphia's diverse urban landscape and attending a Career and Technical Education high school fundamentally shaped Dr. Roberts' approach to teaching. 

This realization sparked a turning point in his teaching philosophy. After discovering his high school students struggling with basic math during a history lesson, he embraced cross-curricular teaching, finding ways to incorporate math, writing, and creative expression into his social studies classroom. His mantra became "build, make, do" – transforming passive learning into active engagement. Dr. Roberts offers unique perspective on Pennsylvania's education landscape from his state-level position. 

Subscribe, share, and join us in exploring how education can continue to change and evolve for the better!

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While most teachers believe they already implement student-centered practices, Eric Lech and Tracy Rains reveal that genuine student-centered learning requires a deeper philosophical shift beyond simple differentiation. This transformation creates systems where students set meaningful goals, monitor their progress, and develop lifelong learning skills—a crucial change given that Pennsylvania PACE data shows only 30% of students feel engaged or see relevance in their education. The Blueprint breaks down this approach into five essential components with continuums of practice, allowing educators to identify their current position and chart a path forward regardless of their school's size or context.

Most importantly, this approach acknowledges the reality of educational change by encouraging educators to start small, be vulnerable, and model the learning process themselves. Rather than pursuing wholesale transformation overnight, the Blueprint focuses on sustainable change that builds student agency over time. Through success stories, site visits, and community sharing, educators across Pennsylvania are demonstrating that student-centered learning thrives in diverse contexts, moving beyond settling for sparks to truly ignite student engagement and prepare learners for lifelong success.

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Ever wondered how to make curriculum integration feel natural instead of forced? Meet Scott Oste and Katie Trach from Northampton Area School District, who have mastered what they playfully call "ropifying" - the art of weaving subjects together into a cohesive educational experience.

Their journey began in 2015, well before Pennsylvania adopted the STEELS standards. Rather than waiting for state mandates, they proactively built integration into their district's DNA through gradual, intentional changes. What makes their approach unique is how they've capitalized on connections that already existed but weren't being fully leveraged.

Katie brilliantly articulates why integration works so well in elementary settings: "Elementary teachers are phenomenal at ropifying. We verbified roping it. Is it speaking and listening? Is it reading? Is it writing? Is it science? It doesn't matter." The key is becoming more intentional about these natural connections.

One of their most powerful insights concerns the relationship between science and literacy. Rather than competing for instructional time, STEELS enhances literacy instruction by providing authentic contexts for reading, writing, and discussion. As Katie explains, "You can't write more until you can talk more," highlighting how scientific discussions build the foundation for stronger written expression.

The podcast reveals that scientific modeling provides an accessible entry point for teachers new to STEELS. By encouraging students to draw their ideas and engage in collaborative discussions, teachers naturally address multiple standards across disciplines while building student confidence.

What's most encouraging about Scott and Katie's message is that curriculum integration is accessible to everyone. Whether you're just beginning or well into your journey, small intentional changes can transform how students experience learning. Starting with scientific modeling and emphasizing student discussion creates a foundation upon which deeper integration can be built.

Ready to "ropify" your curriculum? Listen now to discover how these curriculum specialists are breaking down subject barriers to create more authentic, efficient learning experiences for students at all levels.

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Have you ever wondered if there might be a better way to deliver professional learning than the traditional sit-and-get workshop model? The team from Whitehall Coplay School District wondered the same thing—and their solution has transformed how their teachers engage with professional development.

When Dave Stauffer, Andy Fehnel, and Tony Pangaio sat down to brainstorm new professional learning options for their teachers, they landed on a simple yet revolutionary idea: create a district podcast. Their "10 Minutes or So" podcast (originally planned to be under ten minutes, though they admit they typically run slightly longer) allows teachers to earn professional development credit while commuting, cooking dinner, or going about their daily routines.

What makes this approach particularly powerful is the authentic connection it creates throughout the district. Teachers who might never approach the technology team in person now strike up conversations in hallways and faculty rooms, referencing podcast episodes they enjoyed. These casual interactions often lead to deeper coaching relationships and classroom implementation support. As one team member shared, "Teachers that were walking through buildings... immediately just struck up a podcast conversation. I listened to you last night when I was cooking dinner and it was about X, Y, and Z."

The format is simple but effective. Topics emerge organically from classroom observations, teacher feedback, and current educational trends. The team records in a single take without restarts or heavy editing, creating an authentic experience that resonates with their audience.

Perhaps most importantly, this approach respects teachers as professional learners with different needs and preferences. Rather than mandating a one-size-fits-all model, the district offers multiple pathways for professional growth. If a podcast topic doesn't resonate with a particular teacher, they've only invested ten minutes before moving on to something more relevant to their practice.

Ready to reimagine professional learning in your own context? Consider how micro-learning through podcasting might help you meet your educators where they are while building community and sharing valuable insights. What could your version of "10 Minutes or So" look like?

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Ever wondered why the business world keeps lamenting graduates' lack of "soft skills"? The answer might lie in how disconnected our educational practices have become from the real-world demands facing our students.

Scott Oste, Curriculum Supervisor at Northampton Area School District, brings a refreshing perspective to this challenge. Having left teaching to work in corporate America before returning to education, Oste has crafted an approach that intentionally breaks down the walls between classrooms and industry. "Do we truly know what's expected of kids? Do we truly know what colleges even want of kids?" These questions drive his work creating meaningful partnerships with businesses across manufacturing, healthcare, biomedical fields, and beyond.

What makes Northampton's approach powerful is how they've aligned these partnerships with their district's "Profile of a Graduate" framework. Rather than treating industry connections as an add-on, they've integrated them into their core educational mission. The result? Teachers have better buy-in, students gain exposure to careers they never knew existed, and the district stays responsive to rapidly changing workforce needs.

Whether you're a classroom teacher seeking to make learning more relevant, an administrator looking to build community partnerships, or someone passionate about preparing students for an unpredictable future, this conversation offers practical insights for breaking out of educational silos and embracing a more connected approach to learning. 

Want to send us a show idea or just say hi?  Email us at: [email protected]!