Our guest for this episode of College & Career Readiness Radio is Thomas O’Brien, author of Empowering All Leaders to be Math Leaders.

Thomas tells listeners that the biggest challenge in mathematics isn't teaching content—it's helping students apply math confidently beyond the classroom.

He explains that students often develop hidden learning gaps that aren't discovered until years later when prior knowledge suddenly becomes essential.

Thomas argues that school leaders—not just math teachers—must actively lead mathematics instruction if schools want better outcomes.

He says many adults incorrectly believe they simply "aren't math people," a mindset that begins with classroom experiences rather than ability.

Thomas explains that confidence in mathematics comes from clarity, successful experiences, and timely intervention before students fall behind.

He encourages leaders to help teachers develop stronger systems for checking understanding and identifying misconceptions before they become long-term obstacles.

Thomas says conceptual understanding should take priority over simply arriving at the correct answer.

He emphasizes that students should explain their mathematical thinking, not just memorize procedures or recognize patterns.

Thomas believes manipulatives, visual models, and multiple representations help students build deeper mathematical understanding that transfers to new situations.

He explains that strong mathematical reasoning improves far more than test scores—it helps students interpret data, evaluate evidence, and make informed decisions throughout life.

Thomas encourages school leaders to participate in mathematics professional learning so they can better support teachers and provide meaningful instructional feedback.

His closing challenge is simple: Do the math. Leaders should solve the same problems students solve so they better understand instruction, support teachers, and strengthen mathematics learning across the school.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool, including math SAT/ACT support through Winward Academy. Schedule a demo today.

Our guest for this episode of College & Career Readiness Radio is Dr. Cynthia Thomas, work-based learning program coordinator and CTE consultant in higher education.

Dr. Thomas says career readiness instruction should be personalized just as intentionally as technical skill instruction.

She explains that students retain learning more effectively when instruction is connected to their lived experiences.

Cynthia developed the POWER Method after identifying a gap in culturally responsive frameworks for postsecondary CTE and workforce development.

She says the framework is built around eight pillars, including learner identity, student voice, workforce connections, equity, personalized learning, and instructional sustainability.

Dr. Thomas emphasizes that technical skills alone are not enough—career readiness skills must be intentionally embedded into every training program.

She explains that instructors should use student voice, assessments, and intentional grouping to tailor learning experiences without lowering expectations.

Cynthia believes authentic workforce connections should match students' strengths, goals, and cultural backgrounds to improve long-term success.

She says organizations should use assessment data to build stronger partnerships with employers rather than placing students into one-size-fits-all experiences.

Dr. Thomas discusses how culturally responsive instruction extends beyond the classroom to include workplace culture, communication, and professional expectations.

She argues that postsecondary education must evolve to better reflect today's learners, changing workforce demands, and diverse career pathways.

Cynthia encourages educators to move beyond traditional lecture models and create learning environments where students see themselves reflected in the curriculum.

Her closing message is clear: embrace change and redesign career readiness programs to prepare students for meaningful, sustainable careers—not simply employment.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool. Schedule a demo today.

Our guest for this episode of College & Career Readiness Radio is Jeremy Smith, workforce development innovator and college reform advocate.

Jeremy says the debate about college shouldn't be whether it's good or bad, but whether it's delivering the right education to the right students at the right time and price.

He argues that higher education is increasingly out of sync with employers, leaving many graduates with degrees but without the skills companies are hiring for.

Jeremy says agility will define successful colleges in the AI era, and institutions must adapt their programs as quickly as the workforce changes.

He believes liberal arts education is critically important, but it should be viewed as a lifelong pursuit rather than something condensed into four years between ages 18 and 22.

Jeremy says the value of the humanities isn't measured by job preparation alone but by helping people become thoughtful, informed citizens.

He argues that students should carefully weigh the return on investment of a degree and avoid taking on excessive debt for programs that don't provide a clear financial pathway.

Jeremy says employers are the ultimate customers of workforce education because they determine whether graduates have the skills needed to succeed in today's economy.

He encourages schools to strengthen the connection between K-12, higher education, and industry so students develop both durable skills and meaningful career opportunities.

Jeremy explains that his popular "WTF Wednesday" LinkedIn series uses real college courses to challenge assumptions about higher education and spark conversations about affordability and educational priorities.

His final message: education should prepare people for productive careers while also developing them into lifelong learners and engaged citizens—but those two goals don't have to be achieved through the same model.

College & Career Readiness Radio is brought to you by MaiaLearning, your fully comprehensive college and career planning tool. Schedule a demo today.

Our guest for this episode of College & Career Readiness Radio is Dr. Sandra Adams, a nationally recognized CTE leader, author, and advocate for high-quality career and technical education who focuses on expanding opportunity, literacy, and workforce readiness for students.

Dr. Adams begins by saying that possibility thinking is about reimagining teaching so students connect with supportive people and build real efficacy through mastery.

She says teachers should move away from content delivery and toward helping students partner with resourceful people who expand opportunities.

Sandra says work-based learning should be embedded all year and adapted to local needs, not treated as a one-size-fits-all model.

She says the client pitch is her favorite example of classroom WBL, because it brings real problems from the community into the classroom.

Sandra says feedback from partners should include descriptive and directional feedback, not just correction or evaluation.

She says networking is one of the most important skills in the age of acceleration, so students need explicit practice with it.

Dr. Adams tells listeners that students should sound like experts by using industry language and technical vocabulary in authentic contexts.

She says vocabulary should never be taught in isolation; it should always be taught in context.

Sandra says all educators are literacy teachers, and she frames literacy through TWIRLS: thinking, writing, reading, listening, and speaking.

Her final message: exposure is the key, and no one should cap what a 17-year-old can do.

This episode of College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform. If you want a demo of the features of MaiaLearning that support what was discussed in this episode, including career research and planning and a work-based learning tracking system, schedule your demo today.

Our guest for this episode of College & Career Readiness Radio is Joshua Stamper, author of The Language of Behavior.

Josh says that student behavior should be read as communication, not just defiance, because students often signal unmet needs, stress, or trauma through what they do in class.

He explains that many behavior issues start when students are in survival mode, which makes it hard for them to regulate emotions, listen, or hold a conversation.

Stamper says educators should first consider the environment, since classroom setup, wall clutter, furniture placement, and other sensory factors can make students feel unsafe or overstimulated.

He notes that the second step is exploring the breakdown, meaning adults should identify what a behavior might actually be communicating instead of assuming it is simple disruption or boredom.

Stamper argues that responding intentionally means using consequences that match the behavior, helping the student take ownership, teaching the replacement skill, and avoiding punishments that only increase fear.

He describes check-ins as a practical way to track student well-being over time and catch changes in baseline before problems escalate.

Josh tells listeners that trusted adult relationships are essential, because students are more likely to disclose hard situations and accept help when they feel safe with someone at school.

He notes that counselors and schools should use data, in-person check-ins, and follow-up conversations to respond early when a student’s baseline shifts.

Stamper says students also need direct teaching about their brains, emotions, and self-regulation so they can build control and coping skills for school and life.

He connects this work to post-secondary readiness, saying students need durable life skills like empathy, communication, relationship-building, and stress management to succeed in college, careers, and adulthood.

His closing message is that schools should ask whether they truly treat behavior as communication, and if so, respond with compassion, empathy, and a focus on decoding student needs.

"The best way to get knowledge to the brain is through the heart." ~ Joshua Stamper

This episode of College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform. If you want a demo of the features of MaiaLearning that support what was discussed in this episode, including wellbeing assessments, data collection, and student flourishing results, schedule your demo today.

Our guest for this episode of College & Career Readiness Radio is Frank Polen, assistant superintendent and director of adult education at the Buckeye Career Center in Ohio.

Frank explains that Buckeye Career Center is a joint vocational school district and a career technical planning district serving 11 partner schools across three counties. Students can complete academics and career-technical training in one place, and the center also serves open-enrolled, homeschool, and digital academy students.

He highlights Buckeye's flexible pathways for students, including full academics, lab time, credit-plus options, online coursework, and school-to-work opportunities. He emphasizes that students can earn industry credentials, graduate early, work in their field, or continue into more training and college credit.

Frank stresses that CTE and college are not competing ideas. His view is that “training is for everybody,” and that education should be treated as a long-term pathway with multiple on-ramps and off-ramps.

He describes the need for strong articulation between high school, adult programs, and higher education. He points to credit opportunities through certifications and industry credentials that can apply toward associate degrees and beyond.

Frank says that workforce shortages are best addressed through collaboration, not silos. In his region, educators, business leaders, economic developers, legislators, and higher education partners work together through an industry sector partnership and a Civic Lab initiative to solve manufacturing and healthcare labor gaps.

Polen also emphasizes the importance of a dedicated point person, clear goals, and regular meetings to keep problem-solving moving. He says the goal is not just to solve workforce problems, but to dissolve them through long-term, community-based action.

Frank closes with a simple message: “We’re all in this together.” He encourages leaders to connect with one another, build teams, and keep finding ways to say yes for students and communities.

College & Career Readiness Radio is brought to you by MaiaLearning--a completely comprehensive college and career readiness platform. Schedule your demo today.

In this episode of College & Career Readiness Radio, Dr. TJ Vari sits down with Marlon Styles to discuss how schools can build stronger connections between students, business partners, and future careers. Marlon shares how his district reimagined career exploration through the Ready Now 100 initiative and why early, meaningful exposure matters for every student.

Marlon explains that the work began with a simple but powerful idea: if kids can see it, they can be it. Through Ready Now 100, the district created a “Passport to Tomorrow” model that gave students access to career-based experiences from kindergarten through high school, with the goal of helping them see themselves in future career clusters and build the skills to thrive.

A major theme of the conversation is partnership. Marlon describes how the district worked with business and community partners not just for funding, but for human capital—employees, experts, facilities, and real-world experiences that students could engage with both inside and outside school. He also shares how small-group meetings, follow-up conversations, and clear communication helped build trust and secure long-term support.

The episode also explores accountability and student agency. Marlon explains that students created portfolio artifacts to show what they learned and to reflect on their interests, confidence, and growth. He emphasizes that career exposure at younger ages helps students become more self-aware and can even drive academic engagement by connecting classroom learning to future goals.

Finally, Marlon reminds listeners that this kind of work cannot be done alone. Schools of any size or setting can build strong partnerships by taking an asset-based approach and inviting community organizations to co-create opportunities for students.

Guest takeaway: If kids can see it, they can be it—and every student deserves access to adults and experiences that help them imagine and pursue their future.

College & Career Readiness Radio is brought to you by MaiaLearning.

Dr. Osheroff says that career development should begin as soon as students arrive at college, not in their final year, because early engagement helps them build confidence, find opportunities, and avoid missing out on internships or other high-impact experiences.

He explains that his office at the University of Southern Maine uses peer career guides to create a low-pressure first step for students who may be hesitant to meet with a professional advisor.

Dr. Osheroff notes that the peer career guide model works because students connect more easily with near peers who are still figuring things out, and because empathy is essential to effective peer advising.

He says the program includes training, ongoing development, and employer-led sessions so students can learn what the job market values and share that insight with others.

He emphasizes that internships should be more accessible, not just highly competitive summer opportunities, and says his team runs the program three times a year to create more entry points.

He describes a process in which his team handles student recruitment, screening, interview coaching, and employer matching, making the internship process easier for both students and employers.

He says spreading internships across fall, spring, and summer reduces competition and helps students fit part-time internships around their classes.

He explains that the program grew because USM invested in it over time and was able to show that it improved student retention, classroom success, and post-graduation outcomes.

He says paid internships are essential for equity because many students are commuters, work part-time, and have rent, childcare, or other financial responsibilities.

Dr. Osheroff explains that funding comes from grants and cost-sharing with employers, with each partner’s share varying by organization size and other factors.

He says the goal is to create meaningful, project-based internships rather than busywork, and his team helps employers design stronger roles from the start.

He notes that each internship begins with a learning agreement and three student-set learning outcomes, followed by midpoint check-ins to address issues before the internship ends.

He tells listeners that the team measures outcomes through surveys, resume support, and longer-term follow-up with alumni to see where participants go afterward and how the experience shaped them.

His main message is simple: if an idea is useful, start small, try it, and let it grow in your own context.

Our guest for this episode of College & Career Readiness Radio is Dr. Mark Covelle, Administrative Director of Middle Bucks Institute of Technology and a Founding Member of the CTE Collective.

Mark says that interest in CTE has surged post-COVID because hands-on, authentic learning could not be replicated online. The skilled trades gap has added further momentum nationally.

He notes that in CTE, students practice — they work on real brakes, deploy real safety equipment, and build real things. Traditional classrooms more often ask students to pretend. Kids know the difference, and it affects their engagement.

His school serves 1,000 students across 21 career programs and issued over 1,500 industry-recognized credentials last year — roughly 1.5 per student. These credentials are portable, tangible evidence of skill beyond a transcript.

Business and industry partners tell Mark the biggest gaps in young workers are persistence (stalling when stuck), communication, and general professionalism. MBIT grades students on employability weekly — resumes, interviewing, professional conduct, and workplace interaction are all part of the curriculum.

Mark believes that every K-12 school should have an internship program. Students need professional feedback at 18, not 24. Even virtual or industry-problem-based experiences count. Getting that feedback earlier — with educator support — changes outcomes.

Mark and TJ discuss how authentic problems can live in any classroom. An English problem-solution paper can be drawn from a real local business challenge. A student who needs math to complete an engineering project will learn that math. Purpose drives motivation.

Mark tells a story about involving students in school branding. MBIT's "ambition" identity came from a student who noticed MBIT sits inside the word ambition. It became a neon lobby sign, a podcast, and a school-wide hashtag — and it stuck because students created it.

Mark's closing message: authenticity matters. Authentic learning builds trust, persistence, and a positive relationship with school — the skills employers say are missing most.

College & Career Readiness Radio is brought to you by MaiaLearning, a fully comprehensive college and career readiness platform serving students worldwide.

Our guest for this episode of College & Career Readiness Radio is fourth-generation educator, coach, and multiple-time best-selling author Chip Baker. Chip is the creator of The Success Chronicles, a YouTube channel and podcast where he interviews people from all walks of life about what it truly takes to be successful in life. Drawing from thousands of these conversations, Chip and host Dr. TJ Vari connect the dots between post-secondary success and the skills, mindsets, and experiences students need for college and career readiness worldwide.​

After years of interviewing high performers, Chip identifies a core throughline: the ability to overcome adversity and “grow through, not go through” tough times. He argues that on the other side of our hardest challenges is our maximum growth, and that educators play a pivotal role in helping students develop resilience and perseverance. For Chip, relevance is key—students engage and persist when learning is tied to real-world applications, pathways, projects, internships, and work-based learning that clearly connect to their futures.​

Chip highlights the quiet but powerful impact of educators, counselors, and support staff who consistently show up with care, presence, and high expectations. These adults build quality relationships, provide relevance, and communicate, “I really care about your success,” which Chip sees as the foundation for student growth and long-term achievement. He notes that many successful people attribute their progress to someone who poured into them when they doubted themselves, or to their own decision to “be the one” who changes the trajectory of their family through education, learning, and new environments.​

From The Success Chronicles, Chip distills recurring traits of successful people: resilience, self-belief (“you are enough”), strong support systems, core principles, lifelong learning, time management, self-awareness, reflection, and intentional goal setting. He emphasizes that learning is not optional, and that managing time—saying no to what doesn’t matter so you can say yes to what does—is essential for sustained success. These traits align directly with many districts’ portraits of a graduate and provide research-informed guidance for the skills schools can intentionally teach and assess.​

Chip shares powerful quotes and themes from his guests such as “failures are fuel for success,” “consistency is the truest measure of performance,” and “don’t let your life be driven by your to-do list—let it be driven by your to-be list.” He uses these ideas with students, helping them “conquer themselves” by understanding their triggers, interests, and values so they can eliminate distractions and build a life aligned with who they are.

Explaining why he started The Success Chronicles, Chip says he simply wanted to serve, give, and stop “keeping to himself” the powerful conversations that had expedited his own growth. He loves highlighting unsung heroes who do the work without seeking recognition and believes “success leaves clues” that students and educators can use in their own journeys. His closing message to educators is his personal tagline: “Live, learn, serve, inspire—go get it."

Listeners can find on YouTube and on all major podcast platforms, and explore his more than 30 books, merch, and resources through links in his social media bios or by searching his name on Amazon.