How We Teach This

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What happens when educators take a close look at not just what they do in the classroom, but why they do it?

In Part 2 of our series on National Board Certification, we move from understanding the certification process to hearing from educators who have experienced it themselves. National Board Certified Teachers Jennifer Gessley, Juan M. Patiño-Jiménez, Kristy Oborny, Alvin Peters, and Thomas Fulbright share their experiences pursuing certification—the challenges, surprises, and lessons they encountered along the way.

A central theme of their conversation is reflection. The National Board process challenged these educators to examine their instructional decisions, articulate why they make those choices, and think more intentionally about their practice. They discuss how that reflection has continued well beyond certification and has positively influenced their teaching, confidence, leadership, and professional growth.

For educators considering National Board Certification, the panel also offers a firsthand look at the commitment involved and what they believe makes the experience worthwhile.

This episode is Part 2 of our two-part series. Part 1, “National Board Certification: What It Is—and What It Is Not,” provides an overview of the certification process, expectations, and available support.

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What does it really mean to become a National Board Certified Teacher—and what does the process involve?

In this episode of How We Teach This, National Board Certified Teacher Alvin Peters, Director of the Great Plains Center for National Teacher Certification, joins us to break down what National Board Certification (NBC) is—and what it is not. We explore who the certification is designed for, common misconceptions, the four components of the process, timelines and expectations, and two of the biggest concerns for prospective candidates: time and cost.

Alvin also explains how universities, districts, and support programs can help educators navigate the process and why institutions invest in supporting National Board candidates.

This conversation is the first of two episodes exploring NBC. In the next episode, a panel of National Board Certified educators shares their personal experiences with the process and the impact it has had on their teaching and professional lives.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

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Cybersecurity is no longer just an IT issue—it is an educational leadership issue. As schools rely more heavily on digital learning, cloud-based systems, and connected technologies, protecting student data and maintaining uninterrupted operations have become essential responsibilities for every educator.

In this episode, Dr. Jaime Fuentes, Program Coordinator for the Cybersecurity Research & Outreach Center (CyROC) at Emporia State University, explains why schools have become attractive targets for cybercriminals and what educators can do to reduce risk. The conversation explores the human side of cybersecurity, including common mistakes staff make, practical strategies for preventing attacks, and the importance of building a culture of cybersecurity awareness.

Listeners will also hear how cybersecurity supports broader initiatives like the Digital Opportunities to Connect Kansans (DOCK) Grant, how artificial intelligence is changing both cyber threats and defenses, and what resource-limited districts can do today to strengthen their security posture. Whether you're a classroom teacher, principal, superintendent, or district leader, this episode offers practical, actionable guidance for protecting your school community.

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In this episode, we move from understanding the Science of Reading to seeing what research-based literacy instruction can look like in practice.

2026 Kansas Master Teacher Michelle Kelly shares the strategies and routines she uses to help young readers make lasting connections between sounds, letters, words, and meaning. Drawing on her training in the Science of Reading and experience with explicit phonics instruction, Michelle explains how she builds skills from phonological awareness and decoding through word-, sentence-, and passage-level application.

The conversation explores orthographic mapping, sound mapping, multisyllabic words, morphology, high-frequency words, fluency, and multisensory approaches that make learning memorable.

Whether you teach beginning readers, support students who need additional literacy instruction, or simply want a better understanding of how reading skills develop, this episode offers practical strategies designed to help learning stick.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

LinktreeTo open Season 12 of How We Teach This, we hear from the Class of 2026 inductees into the National Teachers Hall of Fame—five educators whose careers reflect extraordinary commitment to students, schools, and the teaching profession.

Guest host Terry Kaldhusdal, a 2024 National Teachers Hall of Fame inductee, leads the conversation as the newest inductees reflect on the classroom memories that came to mind when they learned of their selection, lessons they wish they had understood earlier in their careers, and some of their proudest successes—the ones that never appeared on a test score, report card, or evaluation.

The conversation also explores misconceptions about teaching, opportunities they see for improving teaching and learning today, and the resources and classroom essentials they have relied on along the way.

Together, these five educators offer something more than a look back at distinguished careers. They share what experience has taught them about students, the profession, and the work that continues to matter.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

How We Teach This is taking a short summer break. We look forward to reconnecting in August for Season 12.

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In this episode, we explore a common misconception about the Science of Reading—that it only applies to early elementary instruction and foundational phonics skills.

Our conversation with Dr. Sage Maydew and Dr. Sharice Adkins, both Assistant Professors for The Teachers College at Emporia Sate University focuses on what reading development looks like beyond K–2 and why intermediate and secondary educators also benefit from understanding the cognitive and linguistic processes involved in skilled reading. We discuss how vocabulary, morphology, comprehension, background knowledge, and automatic word recognition continue to shape student learning across disciplines long after students have learned basic decoding skills.

The episode also examines why some older students may continue to struggle with reading due to unresolved foundational gaps that were never identified or fully addressed. Along the way, we consider how knowledge of reading development can help content-area teachers better support students without becoming reading specialists.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

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Dr. Cecil Short and Dr. Jered Borup discuss how digital engagement is shaped by emotional, behavioral, and cognitive dimensions, and why it matters for educators, families, and school leaders. The episode also introduces the Academic Communities of Engagement (ACE) Framework and explains how it helps educators understand student learning as something supported across interconnected communities rather than occurring in isolation.

Listeners will gain practical insights into how teachers can apply the ACE Framework in classroom design and instruction, how families can meaningfully support student learning in digital environments, and how school leaders can use these ideas to strengthen schoolwide approaches to digital citizenship and community engagement.

Additionally, the conversation highlights the DOCK grant’s work in supporting digital literacy and engagement across Kansas communities.

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“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In Part 2 of our conversation with New Hampshire Teacher of the Year Megan Philbrook, we explore the tools that help bring her classroom “recipe for success” to life. Megan shares how her lesson planning has evolved over twelve years of teaching and how she thoughtfully incorporates resources like Teachers Pay Teachers and generative AI into her planning process.

The discussion also moves beyond tools to the philosophy that guides her choices—keeping learning child-centered, nurturing empathy and “good humanness,” and honoring the short but formative experience of childhood. Teachers will hear practical examples of lessons built around primary sources, active learning strategies, and structured engagement, along with guidance on how AI can support instruction while maintaining accuracy, rigor, and intentional design.

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“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

How can blended instruction and mastery-based learning support diverse classrooms? In this episode, Wichita Public Schools educators LaKeshia Brooks and Cathy Peters—both middle school math teachers working in different settings, one fully virtual and one in a traditional classroom—share their experiences with the Modern Classroom Project, outlining its core pillars and what it looks like in practice. They discuss shifts in instruction, common implementation challenges, and the ways this approach has influenced student engagement and access to learning. While grounded in math instruction, the strategies they describe can be adapted across a wide range of subject areas.https://linktr.ee/hwtt

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.”